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HAZEN'S 
ELEMENTARY HISTORY 



OF THE 



UNITED STATES 

A STORY AND A LESSON 



BY 

M. W. HAZEN, A.M. 

AUTHOR OF " A SERIES OK READERS," " A SERIES OF SPEI.LERS, " " A LANGUAGl 
SERIES," "THE FIRST YEAR BOOK," ETC. 



THE ILLUSTRATIONS ARE ALL ORIGINAL AND WERE DRAWN EXPRESSLY 

FOR THIS BOOK, BY AND UNDER THE SUPERVISION OF PROFESSOR 

FRANK H. COLLINS, DIRECTOR OF DRAWING, PUBLIC 

SCHOOLS. CITY OF NEW YORK. 



0^ 



THE MORSE COMPANY 
NEW YORK 

BOSTON CHICAGO ATLANTA 



THE LIBRAKY OF 
CONGRESS, 

Two Copies Receivec 

SEP 29 1903 

Cop)iigh» tMiy 

CLAa» CL xxc No 
^ 6> 3 ^S- 

COPY 3, 



Copyright. 1903, 
By M. W. IIAZEN. 






PREFACE. 



History is a connected recital of events in tlie lives of communities 
or of nations. Usually the simple facts given are accompanied by such 
statements of the causes and the results, as the historian considers 
essential to a correct understanding of the facts related. 

But history is made by men and women, some of whom have been 
led by the conditions that surrounded them, to perform great and good, 
or wicked and harmful deeds, while others have moulded affairs for 
better or for worse, according to their own characters and dispositions. 

History, then, cannot be separated from biography, nor can the 
biog]"aphies of great leaders in any national movement be properly told 
apart from the history of their times. 

To weave together history and biography, so as to form an interest- 
ing and connected story of our nation's life, is the purpose of the 
author in preparing this work. 

He hopes that he has so arranged the parts, so interestingly and 
connectedly told the story, and so clearly brought out the important 
events on which the life, growth, and prosperity of our nation depended, 
that the student will gain both pleasure and profit from these books, 
and will be led to read the larger and more complete histories in 
search of greater knowledge. 

In order to give a connected and complete account of the various 
siibjects included in this book, the author has not followed the usual 
chronological arrangement of matter, but has treated each topic by 
itself so far as possible. 

Thus, Part I. gives a view of The World ix the Fifteexth Cen- 
tury, in order to lead logically as well as chronologically to Part II., 

5 



C PREFACE. 

Till-: First Pkriod of Discoveuiks and Explokatioxs by Columbus 
ami otlu'is. This is followed by Part III., Tiik Fikst Pkukid of Skt- 
Ti-KMKNT, wliik' Till-; S'KiKV uF Slavkky, Tiik Stuky of tiik Waks, 
etc., are told in regular sequence. 

This gives a clearer and better idea of our history than can be gained 
by the usual method, and is the only way in which the relation of 
events to one another, and to the general results, can be properly treated 
or studied. 

The author believes that this plan, as briefly outlined above, is in 
accord with the most advanced methods of insti-uction which now i)re- 
vail in our best si-hools, and that it will prove an effective guide in 
teaching the true philosophy of history. 

Some of our best teachers, including prominent professors' in our 
universities, have been in the habit of writing, at the top of each page, 
a connected outline of what the page contained. 

This is by no means similar to paragraph headings, i>age titles, etc., 
which simply name the topics, while the plan followed in this work 
gives at the top of each page a skeleton wiiicli the story covers with 
flesh. 

This .skeleton forms a connected and complete outline of each topic, 
is easily maslcicfl and retained in memory and serves to recall the en- 
tire story. It will aid in doing away with the excessive memoriter 
work which has long been considered necessary to give any lasting 
knowledge to llic |nipil. 

The numerous, instructive, and beautiful illustrations are far superior 
to any that have ever previously appeared in books of this grade. 
They were all drawn expressly for this series by or under the super- 
vision of Professor Frank II. Collins, Director of Drawing, Pul)lic 
Schools, City of New York. 

The author hopes that the use of these books will give pupils a fair 
knowledge of our country's liistory and standing, and will lead them 
better to appreciate its |)rivileges, and to render to it the love, service, 
and devotion which is its due. 



CONTENTS. 



PAGE 

Preface 5-6 

Contents 7-10 

List of Illustrations, Maps, and Flags 11-16 

. PART I.— THE WORLD IN THE FIFTEENTH CENTURY. 

1. Europe and Its People 17-24 

3. A MERICA AND ItS PEOPLE 25-31 

PART II— FIRST PERIOD OF DISCOVERY AND EXPLORATION. 

1436-1506. 

1. Christopher Columbus, Italian in the Service of Spain 32-42 

2. The Cabots, Italians in the Service of Spain 43 

3. Vespucius, Italian in the Service op Spain 44 

4. De Gama, Portuguese in the Service of Portugal 45 

5. De Leon, Spaniard in the Service of Spain 46 

6. Balboa, Spaniard in the Service of Spain 47-48 

7. CORTEZ— CORONADO— MeNENDEZ, SPANISH EXPLORERS 49-50 

8. Magellan, Portuguese for Spain — Verrazano, Italian for 

France— Cartier, Frenchman for France 51-52 

9. De Soto, Spaniard in the Service of Spain 53-54 

10. Hudson, English, First Voyage in the Service of Holland 55-56 

Second Voyage in the Service of Engi^and. . . 57 

PART III.— FIRST PERIOD OF SETTLEMENT. 

1. Claims of European Nations in the XVII Century 58 

2. Drake and Raleigh, English 59-60 

■7 



8 CONTENTS. 

PAGE 

3. Permanent Settlements 61 

4. Virginia and John Smith— English Colony 62-71 

5. The Pilgrims— Massachusetts— English Colony 72-78 

G. Thk Puritans— Massachusetts— English Colony 79-82 

7. Roger Williams— Rhode Island— English Colony 83 

8. The Salem Witchcraft 84 

9. Dutch Colonies— New Netherland 85-88 

10. Maryland and Lord Baltimore— English Colony 89-90 

11. Pennsylvania and William Penn— English Quakers 91-93 

12. Other Colonies, Connecticut, English Colony 94-95 

13. New Hampshire, English Colony 96 

14. New Jersey. English and Dutch Colony 96 

15. North and South Carolina, English Colony ... 96 

16. Georgia and Oglethorpe, English Colony 97-99 

17. French Colonies,— Champlain, Marquette, Joliet, La Salle. . . 100-103 

PART IV.— BEFORE THE REVOLUTION. 

1. Wars with the Indians and the French 104-1 10 

2. Washington and the French and Indian War 111-118 

3. Life in the Colonies before the Revolution 1 19-130 

PART v.— THE REVOLUTION. 

1. Causes of the Revolution 131-136 

2. The War and its Heroes 137-166 

3. The Navy 167-169 

PART VI.— THE STATES UNITED. 

1. The Constitution and Form of Government 170-171 

2. w ashington's administration 172 

3. The Barbary States — Decatur 173 

4. Causes of the War op 1812 174-176 

5. Battles on Land 177 

6. The Navy in the War 178-182 



m^ 



lUiiii., 



MM- 



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CONTENTS. 9 

PART VII.— THE SECOND PERIOD OF EXPLORATION AND 

SETTLEMENT. 

PAGE 

1. Kentucky and Daniel Boone 183-185 

2. Tennessee — Robertson and Sevier 186 

3. Ohio and Rufus Putnam 187-188 

4. The Louisiana Purchase— Lewis and Clark 189-191 

5. Thirty Years of Peace 192 

6. The Mexican War— Texas 193 

7. California— The Discovery of Gold , 194 

8. Oregon and Marcus Whitman 195-197 

9. Our Territorial Increase 198 

PART VIII.— THE STORY OF SLAVERY. 

1. The Introduction op Slavery into America 199 

2. Opposition to Slavery 200 

3. The Missouri Compromise 201-203 

4. The Kansas-Nebraska Bill 204 

5. A New Party 205-206 

6. Secession 207 

PART IX.— THE CIVIL WAR. 

1. Abraham Lincoln 208-211 

2. Fort Sumter 212 

3. The North and the South 212-215 

4. The Task set for the North 216 

5. The Control of the Mississippi 216-217 

6. The Blockade 218 

7. The Monitor and the Merrimac 218-221 

8. The Campaign against Richmond 222 

9. The March to the Sea 223 

10. Richmond Taken 224 

11. Lincoln Assassinated 227 



10 CONTENTS. 

PART X.— THIRTY YEARS OF PEACE. 

PAGE 

1. Prosperity a.nu Growth 228 

2. Some Hindrances 229-230 

3. Labor Troubles 231-232 

PART XL— THE SPANISH-AMERICAN WAR. 

L The Cause— Cuba— The Maine 235-236 

2. Capture of Manila— Dewey 239 

3. Peace Declared 240 

4. Troubles in China 243 

PART XII.— THE TWENTIETH CENTURY. 

1. New Conditions 244 

2. Cuba and the Philippines 247-248 

3. Death of McKinley 251 

4. Our Great Expositions 252 

5. Arbitration- The Coal Strike 253 

6. The M( (Nroe Doctrine 253-257 

7. The Istilmian Canal 258 

PART XIII.— THE NEW ERA. 

1. The Causes— Free Institutions— Character of our People- 

Natural Resources 259-2G0 

2. Inventions 2G1 

3. Robert Fulton 262 

4. Other Inventors 263-267 

5. American Litkkature and Authors 268-271 

INDEX 273-278 



ILLUSTRATIONS-MAPS AND FLAGS. 



PAau 

Landing of Columbus Frontispiece. 

The Santa Maria and the Etruria 18 

Mariner's Compass 19 

A Caravan Crossing the Desert 20 

Trade Routes to India 31 

The Northmen Discovering America 23 

A Modern Pueblo House 25 

Indian Pipe 27 

Stone Trap 27 

An Indian Encampment 28 

Indian Pottery 28 

Moccasins 29 

Wampum 29 

Ear- Rings 29 

Shell Hatchet 29 

Indian Arrow 29 

Bow-case and Quiver 30 

Indian Masks 30 

Medicine Man's Drum 30 

Medicine Man's Rattle 30 

Snow-Shoes 31 

Stone Club and Hatchet 31 

Papoose 31 

Columbus 32 

Genoa 33 

La Rabida 34 

Isabella pledging her Jewels 35 

The Ships op Columbus 37 

Columbus at the Mouth of the Orinoco 42 

Sebastian Cabot 43 

Amerigo Vespucci 45 

11 



12 ILLUSTRATIONS— MAPS AND FLAGS. 

PAGE 

Ponce de Leon 46 

' ' They drank from many Springs " 47 

Balboa discovering the Pacific Ocean 48 

cortez and montezuma 50 

Magellan ryi 

Jacques Cartier 'hi 

De Soto o^ 

De Soto discoverinc* the Mississippi 'A 

Henry Hudson .") 

The Half Moon on the Hudson 5(5 

The liouTES of the Early Explorers 57 

Sir Francis Drake 5'.t 

Sir Walter Raleigh (iu 

The Servants ]\Iistake 60 

Sailing up the James River 63 

John Smith 64 

Smith Trading with the Indians 65 

Pocahontas 67 

Arrival of Women Emigrants 69 

Introduction of Slaves into Virginia 70 

The Maiifloirev entering Provincetown Harbor 75 

The Myles Standish House, Duxbury, Massachusetts 76 

" Welcome. Englishmen " 77 

The Pilgrims going to Meeting 80 

John Winthrop 81 

Roger Williams 83 

The Witch's Ride •. 84 

I^fiNUET Buying JIanhattan Island 85 

Peter Stuyvesant 86 

Sn; YVESANT RousiNc; the Dutch 87 

The Dutch Capturing New York 88 

Cecil Calvert 89 

The Settlement at Maryland 90 

William Penn 92 

Penn's Treaty with the Indians 93 

The Wampum Belt of Peace 94 

Andros demanding the Charter 94 

The Charter Oak 95 

James Oglethorpe 97 

Oglethorpe's Letter 99 



ILLUSTRATIONS— MAPS AND FLAGS. 13 

PAGE 

Samuel Champlain 101 

La Salle 102 

King Philip 104 

The Escape of Hannah Dustin 107 

George Washington 110 

Birthplace of Washington 113 

Washington and the French General 115 

Old Quebec 118 

General Wolfe , 119 

Marquis de Montcalm 119 

The Pine-tree Shilling 120 

Puritan Punishment for Drunkenness 121 

Bowling Green 125 

Spinning Wheel 128 

A Colonial School , 129 

British Stamps 133 

Samuel Adams 134 

The Boston Tea Party 135 

Patrick Henry 136 

The Old North Church in Boston 137 

Paul Revere 138 

Paul Revere's Ride 139 

The Barret House where the Ammunition was Hidden 141 

Stone at Lexington, Marking the Line of the Minute-men 142 

Battle of Lexington 143 

Graves of British Soldiers 145 

General Nathaniel Greene 146 

Ethan Allen , 146 

John Adams 147 

John Hancock 147 

Bunker Hill 148 

General Joseph Warren 149 

Where Betsey Ross made " Old Glory." 150 

General William Howe 151 

The Sentinel at Valley Forge 154 

Washington's Headquarters at Valley Forge 155 

Independence Hall 156 

General Burgoyne 157 

Marquis de Lafayette 158 

Benedict Arnold 159 



J 4 ILLUSTRATIONS— MAPS AND FLAGS. 

PAGE 

Capture of ANDRfe 160 

Gknkral JIarion 161 

Lord ( 'ornwallis 163 

Mount Vernon 164 

The Bon Homme Richard and the Serapis 166 

John Paul Jones Kjj^ 

Benjamin Franklin 170 

Alexander Hamilton 171 

Thomas Jefferson 173 

Lieutenant Stephen Decatur 174 

General William Henry Harrison 17.-) 

James I\L\1)IS()N 176 

General Winfield Scott 177 

Andrew Jackson 17H 

The t'onat Hilt ion and the Guerriere 179 

Captain Lawrence 181 

Commodore Oliver Hazard Perry ISl 

Perry's Victory on Lake Erie 182 

Daniel Boone 1 S4 

Anthony Way'ne lys 

On the Columbia River 190 

James Monroe 191 

Martin Van Buren. ... ... 191 

John Tyler 192 

James K. Polk 192 

Daniel Webster 1 96 

A n Emigrant Train 1 97 

Sir John Hawkins 199 

IIfnky Clay 201 

Zachakv Taylor 202 

Millard Fm^lmoue 20;{ 

Franklin Pierce 204 

James Buchanan 20.1 

Jefferson Davis 207 

Birthplace of Lincoln 208 

Abraham Lincoln 209 

Stonewall Jackson 213 

General Robert E. Lee 214 

General Ge( >roe B. McClellan 215 

Commodore Farraout 217 



ILLUSTRATIONS— MAPS AND FLAGS. 15 

PAGE 

The Monitor and the Merrimac ( Virginia) 320 

General W. T. Shekman , 223 

Philip H. Sheridan 224 

U. S. Grant 225 

Andrew Johnson 228 

RCTTHERFORD B. HaYES 229 

Chester A. Arthur 229 

Grover Cleveland 230 

Benjamin Harrison 230 

James A . Garfield 231 

Capture of San Juan 234 

Santiago Harbor 23") 

Wreck of the Maine 236 

The Maine entering the Harbor at Havana 237 

George Dewey 239 

Major-General Merritt 239 

Admiral W. T. Sampson 239 

Commodore W. S. Schley 240 

(Jeneral William R. Shafter 240 

Major-General Nelson A. IMiles 240 

Dewey on the Bridge 241 

Scene in the Hawaiian Islands 243 

Destruction of the Spanish Fleet at Santiago. . : 215 

Volcano of Mayon, Philippine Isl \.nds 248 

William McKinley ... 2.")0 

Theodore Roosevelt 256 

A CoNESTOGA Wagon 261 

The Clertnrnit 263 

John Ericsson 264 

The First Railroad 265 

The Railroad of To-day 266 

The Telegraph '. 267 

The Telephone 268 

Washington Irving 269 

J. Fenimore Cooper 269 

Henry W. Longfellow 269 

William Cullen Bryant 269 

John G . Whittier 270 

Oliver Wendell Holmes 270 

James Russell Lowell 270 



16 ILLUSTRATIONS— MAPS AND FLAGS. 

PAGE 

Nathaniel Hawthorne 271 

Ralph Waldo Emerson , 271 



MAPS AND FLAGS. 

Europe in the Fifteenth Century 24 

The Homes of the Pilgrims, Puritans, Cavaliers, Quakers, and 

Catholics in England 79 

Regions for the Occupation of the London and Plymouth Companies. 79 

The Colonies before the French and Lndian Wars 109 

The Colonies after the French and Indian Wars 109 

The Early Settlements 122 

The Original Thirteen" States and the Great Indian Tribes 125 

The Campaigns of the Revolution 140 

Colonial Flags 144 

Colonial Flags— Special 153 

Flags of 1776, 1777, 1814, and American Yacht Flac; 165 

The United States after the Revolution — Opposite 170 

The Slave and Free States and Territories in 1855 . . 180 

The United States at the beginning of the Civil War 210 

The Campaigns of the Civil War 213 

The Hawaiian Islands— Porto Rico 219 

The Philippine Islands 226 

Territorial Acquisitions 233 

Flags of the President and of the Navy 238 



AN ELEMENTARY HISTORY 

OF THE 

UNITED STATES 

A STORY AND A LESSON 

PAET I. 

THE WORLD IN THE FIFTEENTH CENTURY 

I. EUROPE AND ITS PEOPLE. 

LESSON. — Six hundred years ago, America was known only by the 
Indians. Our ancestors then lived in Europe. 



You all know how great a nation tlie United States has 
become ; but perhaps you have never thought that, two 
hundred years ago, there was no such nation, and that, six 
hundred years ago, the whole continent of America was un- 
known to the white man. 

This, however, is true. For a long, long time, how long no 
one can tell, America was a vast wilderness of lake and river, 
forest and prairie, known only by the fierce nations and 
tribes of copper-colored races that hunted in its forests and 
fished in its waters. 

But while the whole Western Hemisphere was held by 

savage peoples, our ancestors lived on the other side of the 

great Atlantic, in Europe. They had built cities and 

17 



18 



llAZEN'S ELEMEXTAIIY TIISTURY. 



LESSON.— The Europeans were civilized and ready to naake discov- 
eries, although they had only little sailing vessels in which to cross the 
Atlantic. 

t'ouiided nations and increased in knowledge, until they were 
ready to cross the ocean and to establish on these western 
shores a home for a free people. 

^^ hen you think about the great steamers that cross the 
Atlantic in a few da}'s, carrying theii* loads of freight and 
thousands of passengers, you may wonder that the people of 
Europe lived for hundreds of years in ipfnorance of America. 




Tlie Santa ifaria ami the Etruria. 

But there were no large ships then ; onl\' little sailing 
boats, not so large as many of our pleasure yachts ; and, 
worse than that, until the fifteenth century, there Avas no wa}^ 
to learn how to steer a ship in the right direction, when out 
of sight of land. 

There are no roads in the ocean, and it is not strange that 
sailors, at that time, feared to go fai' from shore lest they 
could not find their way back again. In [>leasaut weather 



EUROPE AND ITS PEOPLE. 19 

LESSON. — Before the fifteenth century, sailors had not learned to use 
the compass and feared to go far from land. Silks, gold, spices, and 
dyes -were brought to Europe from India by caravans. 




they could guess pretty well which way to go, because they 
could tell the direction from the sun and the stars, while in 
stormy weather, they were utterly lost if they could not see 
the land. 

But when, in the fifteenth century, the mariner's compass 
had become known in Europe, with its needle pointing to 
the north, sailors learned to find their 
way on the trackless ocean without the 
help of sun or stars, and, gaining courage 
they began to venture more boldly out 
on the unknown seas. 

Six hundred years ago, men were as 
fond of wealth as are the men of to-day ; 
and the women liked equally well their Mariner's Compass, 
jewels and silks and fine clothing. In those days, India was 
known to all Europe as a rich country from which these 
things came. The fragrant spices, the most beautiful dyes, 
and the yellow gold, came also from the Eastern lands. 

For many years, these goods had been bi'ought from the 
East by caravans, across the deserts to the Mediterranean sea, 
and thence sent to Italy, or to other countries in Europe. It 
took several months to bring goods in this way from India, 
and, besides, there were bands of robbers on the deserts, who 
often captured whole caravans. 

At that time, the route of many caravans was by way of 
Constantinople, but when that city was taken by the Turks 
(1453), nearly all trade with the East ceased, as they were 



20 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — When the Turks took Constantinople, this trade decreased. 
Merchants then sought for a -water route to India. The Portuguese tried 
to sail around the Cape of Good Hope to India, but failed. 



lawless and powerful, and the most feared of all the rob- 
ber bands. But the people were unwilling to give up the 
good things from the East, and the merchants in all the sea- 
ports of Europe were talking about a ne\v way of getting to 
India. 

Some thought it might be possible to sail around Afiica. but 




A Caravan Crossing the Desert. 

no one knew how far south that country extended. Pi'ince 
Henry of Poi'tugal sent some ships down its coast, l)iit the 
captains, after sailing southward for a few days, thought they 
were far enough from home, and returned to Portugal. 

Later, other Portuguese sailors went farther south and dis- 
covered the IMadeira, the Canary, and the Cape AVrde Islands 
and settled a colony on the Azores. 

Put very few, even of the boldest sailors, ventured far out 
on the Sea of Darkness — as the Atlantic Ocean was then called 
— and Avhen these came back they added to the strange stories 
that were told of seas covered with darkness and filled with 



EUROPE AND ITS PEOPLE. 



21 



LESSON. — Strange stories of the dangers on the ocean frightened 
sailors, but -wonderful tales of the riches of the East increased the desire 
for an easier trade route to India. 



terrible monsters, — of vast waters where the wind never blew, 
— of a frozen ocean, — of a huge mountain of magnetic rock 
wliich would draw the nails from the planks and destroy the 
ships, and of many other dangers that beset the seaman who tried 
to discover the secrets that the ocean had so long concealed. 
There were equally strange, but more pleasing stories, 
related by daring travelers who had crossed deserts, and 




Trade Routes to India. 

climbed mountains,, and had braved the Turk and the Arab 
to find out the truth about the wonderlands of China (Cathay), 
Japan (Cipango), and India. 

These travelers told of countries whose waters would make 
men always young, whose mountains were ribbed with gold 
and set Avith jewels, whose soil was fragrant with rich spices, 
and whose rivers flowed over o-olden sands. 



22 HAZEN'S ELEMENTARY HISTORY. 

LESSON —The Northmen visited America before the twelfth century. 
Only a few w^ise men then thought the earth w^as round. They believed 
that, by sailing w^estward, India could be reached. 



Then tliere were nianv tales of the vovaii^es of the fierce 
Nortlimeii, wlio were the boldest seamen in Europe. They 
often sailed far from home in their little l)f)ats, and it was said 
that in the ninth century, they visited Iceland, and that, in 
the tenth century, Eric the Red settled in (Greenland, while in 
an old Norse tale it is written that Leif the Lucky sailed down 
the coast of North America in the eleventh century, as far as 
New England. After this no ships from the North came to 
America for several hundred years, and, if the Northmen left 
any settlers here, they Avere destroyed or driven away by the 
Indians. 

Now, we all know that the earth is round, but in the fifteenth 
century very few believed this. The common people thought 
that the earth was flat with water all around it. They lauc^hed 
at the idea of its being round like a ball, as they could not 
understand how people on tlie other side of a round earth 
could keep from falling off. 

But everybody wanted to find a wax to reach India ])y 
water, and the more the wise men of Europe thought al)outit, 
the more they believed that the earth was round like a ball, 
and that, by sailing to the west, Japan and India could ])e 
reached. This led to a izTeat deal of talk about sendiiiir out 
ships to sail far to the westward, to find a new j)ath to these 
eastern lands, 

NoTF. — Tlie Chinese .say that they discovennl America centurie.s before 
Colnnil)Us, and the Welsli chiim to Jiave been herein 1170. Perliaps the Clii- 
ne.se crussed over Belirinj^'s Straits, tiie distance being only forty-five niile.s, 
and brouglit tlie art of picture-writing and tlie calemhir which were used by 
tlie Mexicans, 



AMERICA AND ITS PEOPLE. 



25 



LESSON.— The Indians were savages. The better class lived south of 
New Mexico. They built houses and temples of brick and stone. 



2. AMERICA AND ITS PEOPLE. 



The Indians, who, in the fifteenth century, were the only- 
inhabitants of America, were a savage people. Through that 
part of the country that extends southward from New Mexico, 




A Modern Pueblo House. 

the natives were of a better class than those who lived farther 
north. They built houses of stone or clay, and made temples 
and forts of brick and stone. 

These forts were larc^e houses, five or six stories lii^-h, divided 
into many rooms. Each family had a room to itself, and the 
largest fort would accommodate sevei'al thousand people. 
These houses or forts had no doors near the ground, but there 



26 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — They had a regular form of government, offered human 
sacrifices to their gods, "wove cotton and ■woollen cloth and Twrote a 
picture language. The Indians farther north vrere barbarous. 



was an entrance in the roof, reached by means of ladders ex- 
tending from story to story, something like the fire escapes on 
our large buildings. 

In Mexico, and in other parts of the country farther south, 
there were great cities containing huge temples to the gods, 
strongly built and elegantly carved and decorated. The 
houses of the rulers and of the rich men were also lai'ge and 
beautiful. Canals and streets crossed the cities here and there, 
and were lined with the poor huts of the common people. 

The nations or tribes generally had a regular form of gov- 
ernment under a king or emperor, who kept a large army to 
hold tlie common people in subjection and to make them work. 

They offered human sacrifices to their gods and were really 
savages, although they practised many of the arts of civilized 
nations. 

Some of these Indians had gardens Avatered by canals, in 
which they raised many vegetables. They also wove fine 
cotton cloth and woollen goods. They even made a kind of 
paper from the century plant and wrote on it, using pictures 
instead of words. 

But the Indians who lived in that part of America which is 
now the United States, had no written language, and con- 
versed in harsh, guttural sounds, that did not seem quite like hu- 
man speech. Their language -was divided into so many dialects 

Note. — Another race of men is said to have lived in America before the In- 
dians. Many traces of tliem have been discovered, which seem to prove them 
superior, in some respects, to the natives found here by Columbus. 



f '• 



AMERICA AND ITS PEOPLE. 



27 



LESSON.— Each clan has its own -war chief, and sachem. These Indians 
had fevr domestic animals. They lived in -wigwams or in rude wooden 
houses. 

that two tribes living near each other, conversed largely by 
signs. 

All these tribes lived a savage life and were often at war 
with one another. Each great family or clan had some sign, 
such as a turtle or a bear, by which it was known. Each 
clan had a chief to lead it in war, and a ruler, called saga- 
more or sachem. 

Most of our domestic animals, such as the horse, cow, ox, 
sheep, and pig, were not known to them. While they raised 
beans, squashes, artichokes, Indian corn, and potatoes, — the last 
two with tobacco being natives of 
this country, — they lived chiefly on 
fish, game, and fruits. 

Many tribes continually changed 
their abodes, and never had a real 
home. Their wigwams were often 
made of slender poles set in the " ^^" ^^^^' 

ground in a circle, with the tops drawn together and fastened. 
The best of these dwellings were covered Avith bark of trees 

while others were thatched with 
coarse grass or bulrushes, or had 
the skins of wild animals spread over 
them. 

Some tribes built better homes of 
wood, from twenty to one hundred 
feet long and from twenty to forty 
feet wide, in which many families lived. 





stone Trap. 



28 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. —They cooked ste'ws of vegetables and fish or meat, in earthen 
vessels and made bread of corn meal 




All Iiulian Encanipiaent. 

Their dishes, spoons, ladles, and Ijuckets were often made of 
wood or of birch bark plastered with 
clay, but many of the tribes used earthen 
vessels to cook in. Tliey made a 
pleasant-tasting stew of corn, beans, 
vegetables, and nuts, to wliich they 
sometimes added Hsh or meat. Their 
Indian Pottery. l)read was made of meal, — which they 

obtained by pounding corn, — mixed with salt and water. 




AMERICA AND ITS PEOPLE. 



29 



LESSON.— They used the skins of animals for clothing in winter. They 
were fond of ornaments. Wampum passed as money. They had rude 
weapons. Their canoes were light but strong. 




Moccasins. 



Sometimes they baked " iiocake " of parched corn, of which 
they were v^ery fond. 

In the summer the children ran about naked, while grown 
people wore but little clothing. In the 
winter they used the skins of wild animals, 
and a sort of mantle made of feathers, to 
keep them warm. 

Both the men and women were very 
fond of ornaments. They painted them- 
selves various colors, stuck feathers in their 
hair, and wore bracelets, 
necklaces, 
and bands 
of beads 

, , ,, Wampum. 

and shells. 

The whelk's shell in black and white was 
eagerly sought for, and even passed as money, 
under the name of wampum. 

Their weapons were bows and arrows, clubs 
and tomaha\vks. They made boats by burning out the in- 
terior of the trunks of trees, which they 
then scraped smooth and thin, and made 
pointed at each end. Other canoes were 
made of strips of birch-bark sewed to- 
gether 





Ear Rings. 




Shell Hatchet. 



<^ 



\V i t h Indian Arrow 

twigs, or stiong grasses, or the sinews of animals 



«tas€ 



30 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — They w^ere hospitable to strangers. In sickness, •when 
herbs failed to cure, the Medicine Man was called to drive away the 
evil spirits. 





Indian Masks. 



Bow-case and Quiver. 

They were hospitable to strangers whom they did iiot sus- 
l^ect, and would welcome them to their 
wio;\vams, and share food and lodo-insr 
with them. 

They used herbs to cure diseases 
Init, when these 
failed, the medi- 
cine man was sent 
for to drive away 
the evil spirits, wliicli, tliey thought, 
caused sickness. The.se doctors would 
groan, dance, chant certain half-prayers, Medieiue Mans Drum. 
and do many strange things which they 
said would please their gods and cure the 
patients. 

Sometimes the patient died, in which 
case the medicine man was satisfied that 
Medicine Man's Rattle, nothinof could have Saved his life. Some- 
times the patient recovered, and the doctor received great praise. 
Tliey kindled fires by rul)bing two sticks together, and 
found their way through the pathless Avoods by the sun, the 
moon, and the stars, by the barks of trees, and by other signs 
that we should never notice. 





AMERICA AND ITS PEOPLE. 



31 



LESSON. — They worshiped a Good and an Evil Spirit and believed 
in a future existence. The ■women did most of the ■work. The ■white men 
drove the Indians ■west^ward. They are no"w cared for by the government. 



They worshiped a Good and an Evil Spirit, and believed that, 

after death, they 

would live in happy 

hunting grounds. 

In war they scalped 

their enemies, and 

thought it great 

honor to wear many 

scalps at their 

girdles. 

The women, or 

squaws as the^^ were 

called, did most of 

the work. They 

raised the ve^-eta- 

bles, cooked the 

food, looked after the wigwams, and took care of the children. 

With the coming of the white 
man, the Indians imitated his vices 
and lost their own native virtues, 
and it soon appeared that the 
white and the copper-colored races 
Papoose. could not live together in peace. 

As the Europeans settled the east, the Indians were driven 

westward, until, a few years ago, our government took the 

remnants of these once powerful tribes under its protection, 

and now cares for them on reservations. 




stone Club and Hatchet. 




PART 11. 
THE FIRST PERIOD OF DISCOVERY AND EXPLORATION. 

1. CHRISTOPHER COLUMBUS. (1436-1506.) 

LESSON.— Christopher Columbus was born in Genoa, Italy, about the 
middle of the fifteenth century. "When he ■was fourteen, he went to sea 
and learned to use the mariner's compass. 




Now al)out the middle of the fifteenth century, wlieii every- 
body was talking of the best way to reach 
the rich Eastern countries, there lived in 
(renoa, Italv, a })oor family of wool-combers. 
Tlie children had but little time to go to 
school, for bread had to be earned before it 
could be eaten. But Christopher, one of the 
children, was a bright lad, fond of the sea, 
Coluiuijus. eager to hear the stories told by the sailors, 

and to know what the wisest men said about the water route 
to India. 

When Columbus was about fourteen years old he began 
life as a sailor, and there are many stories told of the voyages 
he made among the pirates of the Mediterranean, along the 
shores of Africa, and even as far north as Iceland. For 
nearly twelve years lie followed the sea, learned how to sail a 
ship by a compass, and studied the opinions of the wise men 
in regard to the shape of the earth. 

The more he studied and thought about this, the more cer- 
tain he became that the earth was round, and that, by sailing 

32 



CHRISTOPHER COLUMBUS. 



33 



LESSON.— He believed that the world was round and that he could 
sail westward to India. For seventeen years he tried in vain to get men 
and ships for his voyage of discovery. 



^Yestwa^d, he could reach the coast of India. Then he made 
up his mind to do this in some way. 

But he was a poor young man, ^vithout friends to aid him, 
and he knew that his task was a hard one. "Where there's 
a will there's a ^vay " ^vas as 
true then as now, and Christo- 
pher wrote out his plans, drew 
maps and charts, and talked 
about the rich countries he 
would find, until the learned 
men began to speak of him, 
and some people Avere led to 
think that, after all there 
might be a little truth in what 
he said. 

For more than seventeen 
years he Avrote and talked in vain, and went from place to place 
to get money, men, and vessels for his voyage of discovery. 
But Ital)', Portugal, and Spain, then the great seafaring 
nations of Europe, all refused to aid him, and, at last, in 
despair, he set out for France to ask King Charles VIII. to 
give him the ships and men he needed. 

Oil his way to France, he stopped at a convent to ask for 
food. The monk who received him called in some friends 
to hear what Columbus had to say about his voyage, and one 
of them became so interested that he offered to help him fit 
out his shi[)s. 




Genoa. 



S4 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— A monk who gave him food while on his way to France, 
heard his plans, believed in them, and persuaded Queen Isabella of Spain, 
to help him. Columbus sailed from Palos, Spain, on his first voyage of 
discovery August, 3 1492, with three small vessels and one hundred and 
tw^enty men. 

The iiiouk also wanted Spain to have the glory of the dis- 
coveries Columbus promised to make. He therefore saw 
the queen, and, having been her confessor, gained her prom- 
ise to aid Columbus in his 
plans. 

Now Ferdinand and Isabella, 

the king and queen of Spain, 

had been for some years at war 

witli the Moors, and it took 

so much money to support the 

army, that Spain had but little 

left to give to Columbus. But 

the queen suddenly seemed to 

look into the future, and to 

La Rabida. see the great benefits that 

would come to Spain should Columbus succeed, and she told 

him he should have his ships and men, even if she had to 

pledge her jewels to get the money. 

And so at last, on Friday, August 3, 1492, Columbus, 
having first gone to church to ask God's blessing on the 
voyage, sailed from Palos in southern Spain, with one liiin- 
dred and twenty men in the Finta, the Niiia^ and the Santa 
Maria — three little vessels not much larger than some of our 
sail boats. 

Columbus stopped at the Canary Islands to repair the Pinta^ 
which had begun to leak, Init, on the ()th of September, he 




CHRISTOPHER COLUMBUS. 35 

LESSON. — The sailors soon became afraid to sail farther west-ward, 
but Columbus refused to go back to Spain until he had discovered the 
new land. 



again set sail, and then, for many days and nights the tiny 
vessels held their westward course over the unknown sea. 

By and by the sailors began to fear that they would never 
see land again. They begged Columbus to return to Spain 




Isabella Pledging her Jewels. 

and even threatened him when he refused their request. But 
he would not yield. Land was before them. That land he 
would discover. He would never give up. He told the 
sailors many stories of the riches they would find, and showed 
them how proud they would be when they sailed back to old 
Spain in their ships laden with the wealth of the East. 



30 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The seamen grew sullen. They told one another fearful 
stories about the dangers of the ocean, and talked of throwing Columbus 
overboard. Then signs of land made them more hopeful. 



But as the days passed, and the pour sailors .saw aioiiiid 
tlieiii only the sea and sky, they grew more and more alVaid. 
The needle of the compass no longer jtoiiitrd to the north. 
The winds blew steadily from the east. The ocean was 
covered with .seaweed, which liindered the vessels in their 
course, and land seemed as far away as evei". 

No wonder that the men grew gloomy and sullen, and told 
one another over and over again frightful stories of the " Sea 
of Darkness," and of the '' Frozen Ocean," and of the '^ Wind- 
less Se;i," until they became desperate, and talked of throw- 
ing Columbus overboard if he ^vould not sail back to dear old 
Spain. 

But so many signs that land was not far away began to 
api)ear, that the sailors became more hoj)eful. On September 
14, two birds came from the west, and, after Hying round the 
vessels a few time.s, went l)ack to tell the other bii-ds of the 
stransfe sii^ht thcx had seen. 

Soon another bird came hurrying out of the west, as if he 
wanted to find out the truth of the stories that the first birds 
liad told. Then great ];)ieces of seaweed, fresh and given, 
came tloating round the ships, bringing a Vwv crab to show 
that land was near, while a branch of a thorn ti'c*' \vith its 
l)erries still on it, and a j)icce of \vood caivcd by the hand of 
man, drift<'d near them. 

Five weeks had })assed since they ha<l seen land. Five 
long, dreai'N, dreadful weeks lille<l with tcri'ible fears. But 
Columbus never gave up. Day and night he had watched 



CHRISTOPHER COLUMBUS. 



37 



LESSON. — On the evening of October 11, Columbus sa^w a light, vyhich 
he believed to be a torch carried along the shore. 



and waited for a sight of the land he believed to be Just be- 
fore him. 

On the evening of Oetol)ei' 11, he stood alone on the high 
deck of the Sanf<( Maria, peering ont into the dai'kness for some 




The Ships of Columbus. 

sisn of the land that he must find to be saved from the diso;race 
of failing in his search. Suddenly a light iiashed through the 
gloom. Was it a star ? No ; it moved, it danced up and 
down, it darted swiftly here and there. It must be a torch 
carried alons; the shore. 

Quickly the news spread from ship to ship, and, in the 
darkness, the sailors \vaited, ^vatching and hoping that the 
morning would end their fears. When the first faint gleam 



gg HAZEN'S ELEMENTARY HISTORY. 

LESSON.— On the morning of October 12, the sailors saw the laud, and 
the copper-colored natives ■whom Columbus called Indians. He took 
possession of the country in the name of Spain. 



of liglit came in the east, the sailors on the Pinta saw the 
land, and the boom of its small cannon told the news to the 
seamen of the other ships. 

Soon the early morning drove the shades of night away, 
and there, in the glow of dawn, Europe saw for the first time 
the New World. As the lovely island threw off the dark 
mantle of night, it rose before the sailors, with its green 
shores and leafy trees, so beautiful after their long voyage, 
that they felt well paid for all the dangers they had gone 
through. 

But what strange people peeped timidly out froiu behind 
the trees, with lono; black hair fallino: about their shoulders 
from uncovered heads, and with their naked red skins shining 
in the sun's new lischt. No wonder the sailors were astonished 
at sight of these red men, who thought that their pale faced 
visitors, flying with huge white ^vings to their shores, were of 
a nobler race than themselves. 

Columbus, in his bright uniform of scarlet and gold, with 
his followers carrying the royal banners, took possession of the 
land he had discovered, in the name of Spain. In his joy and 
gratitude he kissed the earth, and kneeling down, thanked 
God for His goodness. 

But Columbus was not searching for a new world. He was 
trying to reach India, and so sure was he that he had done 
this, that he called the native people Indians. If you look on 
the map you will see a group of islands, called the AVest 
Indies, not far from the coast of Florida, and near these lie 



CHRISTOPHER COLUMBUS. 39 

LESSON.— Columbus named the island San Salvador. The natives 
•were friendly and traded ■with the Spaniards. From San Salvador, Co- 
lumbus sailed toward the "West Indies. He discovered Cuba, and Haiti, 
■where the Santa Maria ■was ■wrecked. 



the Bahamas. It was one of these islands that first rose out 
of the dark ocean to greet Columbus and welcome him to 
America. Which one it was no one now knows, but probably 
it was Watling Island, and Columbus named it San Salvador. 

When the Indians found that their visitors would not harm 
them, they became very friendly, and went out to the ships, 
some in their little canoes and others swimming, carrying balls 
of cotton yarn, bread made from roots, tame parrots, and gold 
trinkets. These they eagerly traded for beads and bells and 
other trifles which they could use as ornaments. 

The Spaniards were much pleased to see the gold, and, by 
means of signs, soon found that it came from lands farther 
south. As soon as the sailors were rested a little from the 
fatigue of the long voyage, Columbus set sail to the southwest 
to find the land of gold. 

This led him toward the West Indies, and, on October 25, 
1492, he reached Cuba, which he thought must be Cipango. 
Tlien he visited several islands and discovered Haiti, on De- 
cember 6. There the Santa Mai'ia was wrecked, her load was 
put on board of the other ships, and her timbers were used to 
build a fort for forty-three sailors who wished to remain on 
that island. 

And now Columbus, having found these new lands, was 
anxious to return home, but he thought it wise to take with 
him so many proofs of his success that no one would doubt his 
wonderful story. 



40 HAZEN'S ELEMENTARY HISTORY. 

LESSON. On January 4, 1493, Columbus, leaving forty-eight sailors at 
Haiti, sailed for Spain, taking proofs of his discoveries to show the king 
and queen. He was received in Spain with great honor. 



So he collected some curious ornaments of gold, many skins 
of wild animals, unknown plants and beautiful birds, and 
taking a few Indians on board his ships, he sailed for Spain on 
Friday, January 4, 1493. 

The voyage was a long and stormy one. Tlie ships were 
separated, and Columbus on the little jVitui, despairing of 
safety, wrote out an account of his discovery, enclosed it in a 
waxed covering, and put it in a cask which lie thre^v over- 
board, so that the results of his vovacje misfht not be lost. 

But his skill overcame the storms, and, on Friday, March 15, 
1493, he arrived at Palos. The city went almost wild with 
joy. The l)ells rang, the citizens took a holiday, the people 
went to church in great processions to give thanks, and, to 
crown the \vliole, the Phifa came safely sailing into the har- 
bor, while the bells were I'inging. 

The Spanish court was at Barcelona, and the king and (piccn 
invited Columljus there. He reached the city in April, and 
was received with great honors. The whole city welcomed 
him as he rode in triumph through the streets escorted by a 
troop of cavalry. At the head of the procession- came the 
Indians in their native dress, followed by the sailors carrying 
the birds with their bright feathers, and the ornaments of 
gold. 

When C()luml)us reached the royal presence, the king and 
(pieen made him sit down and tell them the story of his voyage. 
As he told of tlie Indians, speaking; an unknown tongue, and 
worshiping strange gods, and described the beautiful land 



CHRISTOPHER COLUMBUS. 41 

LESSON. — On September 25, 1493, Columbus sailed on his second 
voyage, with seventeen vessels and fifteen hundred men. At Haiti, he 
found that the Indians had killed the men whom he left there. He dis- 
covered a few more islands, and again went back to Spain. He made 
tw^o more voyages and discovered South America, ■which he thought 
w^as Asia. 

filled with untold wealth to which he had opened a way for 
Spain, the whole assembly sank on their knees and gave God 
the ]>raise, while the royal choir sang anthems of thanksgiving. 

When Europe heard of the discoveries of Columbus, other 
nations prepared to send out explorers. This made Columbus 
anxious to go on a second voyage as soon as possible. Men, 
money, and ships Avere at once freely offered, and, on 
September 25, 1493, he sailed from Cadiz with seventeen 
vessels and fifteen hundred men. 

In about three weeks he reached Haiti, and the sailors 
hastened to greet their comrades on the shore. But not a 
single S])aniard was found alive to tell the story of the general 
destruction. From the natives they learned that the Span- 
iards had treated them cruelly, until the poor Indians could 
bear it no longer. Then they fought their masters, killed 
every one of them and tore down the fort. Leaving a new 
colon}' at Haiti, Columbus touched at several other islands, in- 
cluding Jamaica, and then returned to Spain. 

On his third voyage, Columbus came to the main land of 
South America (1498), but thought it was an island. 
AVhen he reached the mouth of the Orinoco River, and saw 
the great body of water running into the Atlantic, he be- 
lieved he had reached Asia, and that this stream was one 
of the great rivers flowing from the Garden of Eden. 

Meanwhile, com^Dlaints had gone to Spain that Columbus 



42 



HAZEN'S ELEMENTARY HISTORY 



LESSON. — Columbus -w^as once taken home to Spain in chains, but w^as 
restored to the favor of the court. He was not a wise ruler. He treated 
the Indians cruelly. 

was not ruling the colony wisely, and the queen sent an 
officer to take charge of it. He put Columbus in chains 
and sent him back to Spain. But the king and queen 
would not listen to tlie charges. They took off his chains, re- 
stored him to favor, and recalled the officer. 

On "May 8, 1502, Columbus sailed from Cadiz on his fourth 

and last voyage. He discov- 



vivd more islands, sailed along 
the coast of Honduras (1502), 
and then returned to Cuba and 
Jamaica. There, for more 
than a year, he enjoyed the 
soft, mild climate. 

But Columbus was not a 
good governor. His colonies 
^vere not prosperous. They 
treated the Indians so cruelly 
that they refused to ])i-ing 
food to the Spaniards. There 
is a story that once, when the 
Spaniards needed food, an 
eclipse was at hand. Colum- 
bus told the Indians tliat 
God was anjT^rv with them 
and would hide his face from them. When the eclipse began, 
tlie Indians were filled with fear, and begged Columbus to 
tell the Great Spirit they were sorry and would in the future 







-f 




Colunibu.s ;it tlieMuutli of tlie Orinoco. 



JOHN AND SEBASTIAN CABOT. 



43 



LESSON.— On his final return to Spain the government denied him his 
rights. He died May 20, 1506. The Cabots sailed from Bristol in 1497, 
to discover lands for England. 



supply all the food tlie Spaniards needed. Then the eclipse 
passed away, and the happy natives hastened to bring the 
promised food. 

At last, sick and tired, Columbus sailed for Spain, where he 
was kindly received, but his rights were still denied him. 
Then the good queen died, the government neglected him, 
and in sorrow and sadness he awaited his end. He died at 
Valladolid on May 20, 1506. 

It is not certain where he is buried, but his ashes are sup- 
posed to rest in the Cathedral at Seville, Spain. 

3. JOHN AND SEBASTIAN CABOT. 

At the time of which you have been reading, England, 
Spain, France, and Holland were the great nations of Europe. 

When they heard of the discoveries 
made by Columbus, they hastened to 
send out explorers, since the country 
which discovered new lands always 
claimed them as its own. 

In 1497, a famous Italian sailor 
named John Cabot, and his son, Se- 
bastian, were living in Bristol, Eng- 
land. As soon as they learned of the 
Spanish discoveries, they asked King 
Henry VIII. to let them go on their own ship to find new 
lands for England. 

The king was a miserly fellow, but, as their voyage would 




Sebastian Cabot 



44 HAZEN'S ELEMENTARY HISTORY. 

LESSON— They probably landed at Nova Scotia and Cape Breton. 
On a second voyage, Cabot sailed along the coast of North America 
south to Carolina, thus giving England a claim to a large part of the 
country. 

not cost biiii anything, be gave them pennission, and they 
sailed from Bi'istol in May, 1497, with eighteen men in one 
small vessel. They went farther to the north than Columbus 
had gone, and probably landed at Nova Scotia and on the 
island of Cape Breton, of which they took possession in the 
name of England. 

When in August they went back to England, the praises 
John Cabot received made him very vain. He called him- 
self " the great admiral,'^ dressed in fine silk, ami promised his 
friends presents of islands in the New AVorld. 

England at once claimed a large part of North America 
on account of Cabot's discoveries, and, to perfect the claim, 
sent him on another voyage across the ocean. lie sailed along 
the coast of America from far up in the north, south to Caro- 
lina, and then went home. 

Cabot saw enough of the mainland to convince him that it 
was no part of Asia or India, but was, instead, a New A\'oi'ld, 
a large part of which England could claim through his dis- 
coveries ; still, as he carried back neither gold nor spices, he did 
not gain much favor, and but little more was heard about him. 

3. AMERICUS VESPUCIUS. 

In May, 1497, an Italian sailor named Americus Vespucius 
made a voyage to the New World, with Vincent Pinzoii 
who was with Columbus on his fii-st voyage. In 1499 and 
1501, Vespucius again crossed the ocean. On these voyages 



AMERICUS VESPUCIUS. 



45 



LESSON— Americus Vespucius made three voyages to the Ne-w 
"World. He saw South America, and wrote an account of his discoveries. 
His name was given to the whole country. Europe still desired a water 
route to India. 

he sailed along the coast of South America, and, later, wrote 

an account of his discoveries. 

Now you remember that Columbus 
had not claimed to have discovered a 
new continent, but Vespucius believed 
that, in South America, he had found 
a new country. No one thought it 
was taking any praise from Columbus 
when some writer gave the name 
America, to what we call South 
America. 

Some years later, when it became 
known that North and South America formed one continent, 
the name America was given to the New World. 




Amerigo Vespucci. 



4. VASCO DA GAMA. 

Although Columbus never knew he had not found a water 
route to India, Europe soon concluded that he had discovered 
a new world ; and, being anxious to trade with the rich 
eastern countries, continued to plan some way of reaching 
them by water. 

Some thought that an opening through America would be 
found, while others believed that the only way to reach India 
was to sail around Africa. 

The Portuguese had tried this route several times without 
success, but, in 1497, the King of Portugal thought he would 



46 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Vasco da Gama, in 1497, sailed around the Cape of Good 
Hope to India. In the sixteenth century, the Spaniards sent expeditions 
from the West Indies to the mainland of America. Ponce de Leon dis- 
covered Florida. 

try it again, and Vasco da Gama, a brave captain, gladly under- 
took to go on this voyage of discovery. 

He sailed southward along the coast for days, until he almost 
concluded that Africa was an endless land, but one morning 
he reached the Cape of Good Hope, and, sailing around it, 
crossed the Indian Ocean to India. 

Wlien, nearly two years later he returned to Portugal, 
briiio-inij: a rich carsro from the East, he was received with 
great honors as the discoverer of the long-sought water route 
to India. 

5. PONCE DE LEON. 

Early in the sixteenth century the Spaniai'ds had seized 
all the West India Islands, and expeditions from there took 
possession of Mexico, Florida, and parts 
of South America. 

In 1513, Ponce de Leon set sail from 
Cuba to find the " fountain of youth." 
He believed there ^vas such a spring, and 
that, by drinking of its waters, the old 
Avould become young again. 

While searchini; for the wonderful 
fountain, De Leon discovered the main- 
land of North America on Easter Sunday, and, in honor of 
the day {Pascua Florida, in Spanish), named the country 
Florida. 

He led his men hei-e and there through the Land of Flowers, 




BALBOA. 



47 



LSSSON. — De Leon was made governor of Florida. He "was killed by 
the Indians. In 1513, Balboa made discoveries for Spain. 



and they drank from many springs, but the gray hairs, the 
wrinkled faces, and the bowed forms were unchanged. Youth 
once gone, will never again return, and at length he sadly 
sailed back to the West Indies. 




"They drank from many springs." 

In 1521, De Leon was made governor of Florida and went 
back to found a colony. But the hostile Indians drove the 
Spaniards away, and De Leon, being wounded by a poisoned 
arrow, returned to Cuba to die. 

6. BALBOA. 

Ais" accident gave Spain a stronger claim to America than 
she gained from the discoveries of Columbus. 

In the fall of 1513, a few months after De Leon had visited 



48 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. Balboa, escaping from creditors, vvas wrecked ou the coast 
of Darien, and saved his companions from starving. 



Florida, a Spaniai<l iiaiiird I)all)(»;i, in onh-r to escaj>e from 
his creditors, liid liiiiisclf ainoiii;' some casks on l»oard of a 
vessel sailino^ to the Cariljbean Sea. 

The ship was wrecked on the coast of Darien, and Balboa 
led the sailors through the tangled woods to an Indian villasre, 
and thus saved them from stai'vins:. 




Balboa Discovering the Pacific Ocean. 



The grateful seamen made him their leader, and. hearing 
the Indians tell of a gi-eat western sea, beyond which lived a 
people who ate from dishes of gold, Balboa and his com- 
panions set out to iind this wonderful country. 



CORTEZ-CORONADO-MENENDEZ. 49 

LESSON. — Balboa led the sailors vrestward in search for gold, and dis- 
covered the Pacific Ocean. He claimed possession of both land and 
■water for Spain. There w^ere rich mines of gold and silver in Mexico. 



Day after day they struggled 011 over swamps and through 
dense forests, until at last, after terrible hardships, they came 
to the foot of a lofty mountain, from the top of which, the 
guides told Balboa, he could see the great Western Ocean. 

Leaving his men below, he hastened up the mountain side 
alone. For a moment he stood on the summit and looked 
westward ov^er the l)road Pacific, whose wa\es washed the 
shores of two continents. Then, falling on his knees he 
thanked God for the wonderful siglit. 

His comrades were soon by his side, and there, on the 
mountain top, they piled a great heap of stones to prove that 
they had taken possession of the country in the name of Spain. 

Then they hurried to the shore of the great ocean, and 
Balboa, standing in the water far from land, waved his sword 
and lifted the banner of Spain, while he claimed both land 
and water for his royal master. 

7. HERNANDO CORTEZ— CORONADO— MENENDEZ. 

You remember that the people of Mexico were more civi- 
lized when America was discovered, than the Indians who 
lived farther north. Tliey had opened rich mines of gold and 
silver, and stories of their great wealth had reached even the 
AVest Indies. 

When the Spaniards there heard of the wonders of this rich 
country, Hernando Cortez with an array of several hundred 
men, sailed from Cuba (1519), to conquer it for Spain. 

As soon as the soldiers landed in Mexico, near the present 



50 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — In 1519, Hernando Cortez vqrent there to conquer the coun- 
try for Spain. He captured the Mexican Emperor, but was, at first, driven 
from the capital. 

site of Vera Cruz, Cortez burned all the ships, to show his 
men that there could be no hope of safety for the army except 
in victory. 




Cortez and Montezuma. 

For more tljan two years tiie Aztecs, or native ]\Iexicans, 
fought for freedom. Even after Cortez by treachery had 
captured their emperor, Montezuma, he was driven back from 
the capital city with great slaughter. But he was soon joined 
by more soldiers from the West Indies, and a second time 
advanced upon the capital. 



MAGELLAN— VERRAZANO-CARTIER. 51 

LESSON.— After years of fighting, the Spaniards conquered the Mexi- 
cans, and ruled them for nearly three centuries. Spaniards from Mexico 
explored a part of the country north of it, and Menendez founded St. 
Augustine, Florida, in 1565. 

For more than two months the Spaniards made furious 
assaults upon the city, only to be repulsed by the frantic rage 
of the Mexicans fighting for their homes and gods. But, at 
last, their ne\y emperor, Guatimozin, was captured and the 
capital surrendered. 

From this time for nearly three centuries the Spaniards ruled 
Mexico. They treated the natives very cruelly, made them 
work in the mines, despoiled their temples, and grew rich 
from their labor. 

After the Spaniards gained control of Mexico, Coronado 
led an expedition from that country to the north in search of 
gold (1540). He explored a part of what is now New Mexico, 
Colorado, and Arizona, and thus increased the claims of Spain 
in America. 

Many other Spanish adventurers visited the southern coasts 
of the United States, but they made no permanent settlements 
until 1565, ^vhen Pedro Menendez, while leading an expedition 
to destroy a French colony in Florida, founded St. Augus- 
tine, which, excluding our island possessions, is the oldest 
town in the United States. 

8. MAGELLAN— VERRAZANO-CARTIER. 

It takes a long time and a great deal of proof to compel 
people to admit that their ideas are wrong. It is not surpris- 

NOTE. — Spain led other nations in explorations. She controlled nearly all 
of South America and Mexico for centuries. Magellan, though a Portuguese, 
sailed in the service of Spain. 



r,2 HAZEX'S ELEMENTARY HISTORY. 

LESSON— In 1520, Magellan sailed around South America, and across 
the Pacific Ocean. His ship reached Spain in 1522, having sailed round 
the world. In 1524, Verrazano, in the service of France, coasted from 
Carolina to Maine. 



iug, tlierefore, that, for many years after Aiiit'i'ica was discov- 
ered, few believed it to be a coiitineut entirel}- separate from 
Asia. 

To Europe, America was simply an obstacle in t]w \v;i\- of 
an easy, direct water route to India, and e.\])l(»i>'i's were al- 
ways seeking for some opening tlirougli w liicli they might 
sail and gain their long desired object. 

In 1520, Fernando Magellan sailed down the coast of 
South America, round the end of Patagonia, through the 
straits which now beai' his name, and 
across the Pacific Ocean. In a light 
with the natives on one of the Piiilip- 
pine Islands, Magellan was killed. But 
one of his officers sailed the ship .safely 
back to Spain, and thus com[)leted the 
first voyage ever made I'ound the ^vorld 

Magellan. (1522) 

This [)roved to geographers that the earth was round, 
and that Amei'ica was not a part of Asia, but was rather a 
great continent se[)arated hy two broad oceans from the old 
World. 

France now began to desire territory in the New World, 
and, in 1524, sent an Italian named Juan Voi-i-azano to make 
discoveries for her. lie claimed to have sailiMl along the coast 
of the Carolinas, and after visiting New York Bay, to have gone 
as far north as Maine. All this territory he named New France. 




HERNANDO DE SOTO. 



53 



LESSON.— In 1534, Cartier sailed up the St. La-wrence River to Mont- 
real. In 1539, De Soto, in search for gold, led an army from Cuba, -west- 
■ward across the southern part of the United States. 




Several years later (1534), Cartier, a Frenchman, discovered 
a beautiful river which he named the St. 
Lawrence, and sailed up the stream to 
where Montreal now stands. France 
tlius gained her first claim to territory in 
America. 

9. HERNANDO DE SOTO. 

Not discouraged by the experience of 
others, Hernando de Soto, with an ai'my of Jacques Cartier. 
several hundred armor- clad warriors, sailed from Cuba in the 
spring of 1539, to seek for gold. 

They sailed up the west coast of Flor- 
ida and hmded at Tampa Bay. For sev- 
eral years they wandered here and there 
through what are now the States of Flor 
ida, Georgia, Alabama, and Mississippi. 
They made slaves of the Indians, com- 
pelled them to carry burdens, and to 
work for the soldiers. The poor natives 
were cruelly beaten for slight offences, 
and sometimes \vere put to death with savage torture. 

Instead of rich mines of gold, the Spaniards found fierce, 
hostile Indians, who hated them for their cruelty, and con- 
tinually attacked them, thus marking the path of the expedi- 
tion with danger, suffering and death. 

But De Soto would not turn back. Westward he pushed 




De Soto. 



54 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — In spite of difiBculties, De Soto pushed w^est-ward and dis 
covered the Mississippi River. He died near it and -was buried in its 
waters. 

his way until lie stood on the banks of the " Father of Vsix- 
ters," and looked on the mighty stream that sweeps through 
the heart of a great continent. 







De Soto Discovering tlie Mi.ssi8.sipiii. 

About a year afterwards, witli his ai'my greatly ixnUiced, 
and with no prospect of finding tlie I'icli treasures he 
sought, he gave up all hopes of success and died broken- 
hearted. 

The Indians believed him to be an innnortal " child of the 
sun," and his companions, fearing that the savages, if they 



HENRY HUDSON. 55 

LESSON.— In 1609, Holland sent Henry Hudson, an Englishman, to 
America to find a passage through this continent to India. 



learned of bis death, would attack the Spaniards, secretly 
sank his body in the river. 

His survivino; followers built boats and rafts and floated 
down the Mississippi to the Gulf of Mexico. "When they 
reached a Spanish settlement, more than four years after they 
left Cuba, only about half of their number remained alive. 

10. HENRY HUDSON. 

The Spaniards had found gold in Mexico, but the expedi- 
tions which had o-one farther north had carried to the Old 
World neither gold nor precious stones, 
and a water route to India through 
America was still sought for by all ex- 
plorers. 

At the beo-innins: of the seventeenth 
century, Holland was a great maritime 
nation, and the Dutch wanted to find this 
route, as well as to gain possessions in 
America. 

Tliey therefore sent Henry Hudson, an ^^""'^ H"^'^"' 
Englishman, with twenty men in a little vessel called the Half 
Moon^ to make discoveries and to find the desired passage to 
India. 

He sailed from Amsterdam April 4, 1609, and soon reached 
Nova Zembla, but the icebergs drove him back. Then he 
took a more southern course and came to Newfoundland. 

He went down the coast of North America as far as 
Chesapeake Bay, and then turned northward, looking care- 




50 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. —He sailed doAvu the coast to Chesapeake Bay, and then 
went Northvyard until he discovered the Hudson River vvrhich he explored 
as far as Albany. Then he gave up reaching India through America. 



fully for an opening in the coast that might prove what he 
sought. 

At last he reached the great river which now Ix'.-irs his 
name, and full of hope, sailed up the beautiful stivam as far 
as the present site of Allmny. The sailors wwe charmed by 










The Hnlf Moon on the Hudson. 

the lovely scenery, and pleased ^^ itli tlic fiicndly treatmentof 
the Indians, but, at Albany, the river was so narrow ami shal- 
low, that Hudson was compelled to abandon his voyage and 
go back tt) tell his em[)loyers that they could never reach 
India through America. 



HENRY HUDSON. 



57 



LESSON.— He landed on Manhattan Island, and his voyage gave the 
Dutch their claim to a part cf the country. In 1610, Hudson discovered 
for England, the strait and bay now^ named for him. 



On Manhattan Island the Indians entertained Hudson, who, 
according to the custom of the times, drank their health in a 
glass of liquor. At first the Indians ^v'ould not taste of 
" strong water," but, after one ventured to drink it and told 
ho\v happy it made him, they all tried it, never to forget the 
white man's drink. 

In 1610, England sent Hudson to America, and he ex- 



'.^7, 



\'f 



:., \ 






K f"^" 
\ '-_^-*^- 






\ I; 



\^ 



/ 



.^} 



The Routes of the Early Explorers. 

plored the strait and bay which were named for him. But 
it ^vas winter and his men siift'ered so much that they mu- 
tinied. As he Avould not yield to their demands, they set 
him, his son, and several others adrift in an open ])oat to 
perish. 

Note. — There were other famous English explorers such as Frobisher (1576), 
who discovered the bay that still bears his name; Davis (1585), who reached 
Davis' Straits ; and Gosnold (1602), who discovered what is now Cape Cod, and 
was the first Englishman to laud on that coast. 



PART III. 
THE FIRST PERIOD OF SETTLEMENT. 

1. CLAIMS OF EUROPEAN NATIONS. 

LESSON. — The claims of European nations in America led to many 
\vars. Spain asked for all the southern part; Holland w^anted the coast 
from the Connecticut to the Delaware ; France demanded Canada and 
the interior, while England claimed all the land north of Florida. 



You remember that each nation claimed as its own all land 
discovered by its explorers. This led to disputes between the 
countries that had rights in America, and often to bloody 
wars. When the European nations began to plan permanent 
colonies here, early in the seventeenth century, these claims 
were clearly stated. 

Spain had certainly discovered the AVest Indies and Florida, 
and her explorers had gone "svestw^ard beyond the JNIississippi. 
She therefore wanted all the southern part of North America 
from ocean to ocean. 

Hudson gave Holland a claim to the coast lands from the 
Connecticut to tlie Delaware. France demanded the valleys 
of the St. Lawrence, witli the islands near it, and also a large 
territorv in the interior, while En<rland said that all of North 
America, from Florida to La])rador, was liers by right of dis- 
coveries made by the Cabots and others. 

Now it needs a great seafaring nation to maintain success- 
ful settlements in a new country, and England, under Queen 
Elizabeth, had become the leading naval power in Europe. 
She had beaten Spain in a great wiiv, her ships had sailed 

58 



DRAKE AND RALEIGH. 59 

LESSON. - In the seventeenth century, England was a great naval 
po-wrer. Drake and others had fought Spain successfully, and had made 
famous voyages. 

on every sea and had returned victorious, laden with rich 
booty, and her people were ready for new enterprises. 

2. DRAKE AND RALEIGH. 

Among the many brave English captains who sought fame 

and wealth on the ocean, was Sir Francis Drake. He sailed 

along the coast of South America, captured 

many rich prizes, went through the Straits 

of Magellan, crossed the broad Pacific, 

and, rounding the Cape of Good Hope, 

went back to England loaded with plunder, 

and made still more famous by having 

y^^^^^ "^ sailed round the world (1577-1579). 

d^ About five years after Drake had com- 

Sir Francis Drake, pjeted his voyagc, Sir Walter Haleigh, who 

was a great favorite of Queen Elizabeth, thought he would 

like to start a settlement in America. 

Kaleigli was often in attendance on the queen, and it is said 
that once, when she came to a muddy place in the street, 
he thre^v his cloak down before her that slie might not wet 
her feet, and thus gained still greater favor with the queen. 

Whether this is true or not, it is certain that Elizabeth liked 
the gallant young courtier, and was glad to give him a title to 
as much land as he wanted in America. 

When he received his charter, which gave him the right to 
establish and to govern a colony, Raleigh sent out two ships 
to find a suitable place for a settlement (1584). The explorers 




60 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— Raleigh had twice tried to make settlements in Virginia 
(1585-1587 I. Both attempts failed, but the first colony carried to Eng- 
land the potato and tobacco. 

landed on lloanoke Island, and were much pleased with the 
eoimtiy and ^\•itll the friendly natives, 
who received them very hos})itably. 

On their return to Eno:lan(1, they 
gave such a glowing description of 
the land which they had visited, that 
the (pieen named it Virginia, and 
Kaleigh began to })repare to send out 
a colony. 

In 1585, he collected one hundred 
and eiirht emiirrants who settled on 




Roanoke Island. 







=^'Jl3 




vSir Waller Raleigli. 

But they soon became dissatisfied and re- 
turned to England. In 1587, 
Kaleigh sent a second colony 
of men with their wives and 
children to the same place. 
This colony disap[»eared and 
no trace of it was ever found. 
When tlie first of Kaleiijirs 
colonies returned to Kiigland, 
it cari'ied bnck a strange tuber, 
which they had found an ex- 
cellent food, and a weed whose 




Tlie Servant's IMi.stake. 



(ll'ied 



leaves were smoked 



with great delight. Tobacco and potatoes soon became well 
known in England and gi'ew into universal favor. 

There is a story that, one day, when Sir \\'alter was sitting 



PERMANENT SETTLEMENTS. Ql 

LESSON. — At the beginning of the seventeenth century, the Spaniards 
had a colony at St. Augustine. All other settlements north of Mexico 
had been abandoned. Then the first period of successful colonization 
began. 

in his room smoking, his servant came in, and, seeing the 
cloud of smoke, thought his master was burning up, and 
threw a pailful of water over him. 

3. PERMANENT SETTLEMENTS. 

While many attempts had been made during the six- 
teenth century to plant colonies in North America they had 
all failed, with the exception of the little Spanish colony at 
St. Augustine (1565). 

The French colonies at Quebec (1540) ; at Port Royal, 
South Carolina (1562); and on the St, Johns River, Florida 
(15()4); as well as the English colonies founded by Martin 
Frobisher (1576) ; Sir Humphrey Gilbert (1578) ; and Sir 
Walter Raleigh (1585-1587) ; had all disappeared, and at the 
close of the sixteenth century, the only white settlers, north 
of Mexico on this great continent were a few Spaniards. 

With the coming of the seventeenth century, the first period 
of successful colonization of North America began, and de- 
termined efforts were made by European nations to establish 
their claims to territory in the New World by means of per- 
manent settlements. 

The great naval power of England, and the fact that perse- 
cution in that country drove many of her l)est citizens to 
emigrate, gave her a great advantage in founding new 
colonies. 

England is often called the '' Mother Country," because 
most of the colonies in what we called the United States, were 



62 HAZEN-S ELEMENTARY HISTORY. 

LESSON. — Glowing descriptions of this country made many English- 
men Tvant to come here in the hope of gain. In 1606, King James I. gave 
the London and the Plymouth Companies the territory called Virginia. 



settled Ijy Euglislinieii, thus making our country in its infancy, 
colonies of England. 

There were two reasons why men and women were willing 
to leave their comfortable homes and kind friends in England 
and undertake a long and dangerous voyage in the little uncom- 
fortable vessels of those days, to settle in a strange land, among 
a savage people. 

The first reason Avas the hope of gain. Explorers had told 
pleasing stories of the boundless wealth of the New World. 
Its waters were full of fish. Its forests abounded in game. 
Its soil was fertile, and wild fruits were found everywhere. 
Still more than this, rich mines of gold and silver were only 
waiting for the hand of man to pour out overflowing wealth. 

No wonder that there were many venturesome souls, who 

were glad to risk their lives in the attempt to gain a share in 

this rich land. 

4. VIRGINIA AND JOHN SMITH. 

When Queen Elizabeth died and James I. became king of 
England, he wanted to have colonies in America ; and when, 
in 160<3, the London and the Plymouth Companies were formed 
to establish settlei's here, and to carry on trade with thiscoun- 
tiy, he granted to each of them a paper called a charter, wliirh 
gave them the control of a large tract of land then known as 
Virginia, that King James claimed to own in America. 

The southern part, from near Cape Fear to the Potomac Pi ver, 
he gave to the London Company, and the northern part, from 
near Long Island to Nova Scotia, to the Plymouth Company. 



VIRGINIA AND JOHN SMITH. 



63 



LESSON.— The London Company sent a colony to America. The 
colonists were not the right kind of men to do the rough work in a new 
country. 



In December, 1606,tlie London Company sent their ships with 
" 39 sailors, 52 gentlemen, and 53 mechanics and tradesmen," 
to make a settlement on their grant. You will see that this 
was not a verv o;ood be<»:innino;. The men who settle a new 
country should be strong and hardy, ready and willing to do 
all kinds of rough work, and to endure great hardships. But 






^;3r;3^^;<^y!'^-<^^xtv-y 




Sailing up the James River. 

of this company, nearly half w^ere "gentlemen," who did not 
know how to work, and it is said that most of the others were 
tradesmen, entirely unfitted to build houses, cut down trees, 
and cultiv^ite a new soil. 

As the three ships sailed along the Atlantic coast, they 
saw the broad mouth of a beautiful river, which they called 
the James, The soft May winds wafted the fragrance of ^vild 



fi4 



HAZRN'S ELEMKNTARY HISTORY. 



LESSON. -On May 22, 1607, they began the first permanent English 
settlement in America, at Jamestown, Virginia John Smith w^as one of 
the colonists. He was a great boaster but an able leader. 



flowers from the cool, green woods as the colonists went slowly 
up the stream, and many a charming opening invited them to 
settle. But, for fifty miles they sailed on, until they reached 
the lovely peninsula which they selected as the site of their 
new home. 

On May 22, 1007, they landed and began the settlement 
which was called Jamestown. This was the first permanent 
English colony in America. 

Now the first thing to be done in a new settlement is to 
provide some sort of shelter. But the ^veather was \varm 
and pleasant, and most of the men did not like to Avork. 
They therefore put off cutting down the trees and building 
log huts to live in, and slept exposed to 
the damp air. When summer came many 
were taken sick and died, and only five 
at one time were well enough to act as 
sentinels. 

But there had come from England with 
the settlers a young adventurer named 
Jolm Smith, who was to be the savior 
of the colony. lie had been arrested 
the voyage, but was tried and found 
innocent, and the settlement soon learned his ability as a 
leader. 

Smith was a great boaster, and told \ery wonderful stories 
of his adventures, many of which may have been founded on 
fact, but which, like most of the stories told of great men, 




foi 



John .SmiUi. 

mutiny durinj 



VIRGINIA AND JOHN SMITH. 



65 



LESSON. —Smith said he had been a sailor, soldier and traveler, and 
had met with wonderful adventures in many lands. 



have so increased and changed in repeating as to leave us 
little besides the pleasure of the tale and its moral. 

According to these tales, Smith ran away from home when 
a small boy, to live a life of adventure. He had been a 
soldier, a sailor, and a great traveler. He had been ship- 




Smith Trading with the Indians. 

wrecked, thrown into the sea like Jonah, and for the same 
reason, had escaped in a wonderful way, and had fought many 
battles. 

Once he was taken prisoner by the Turks, and, being made 
a slave, was given to a young lady. She sent him to her 
brother, who set him to work beating out grain. Smith didn't 
like this, and when his master struck him for being lazy, 
killed liim, and escaped out of the country. 



(\e> HAZEN'S ELEMENTARY HISTORY. 

LESSON. — Smith's stories may not be true, but he saved Jamestcwn 
from ruin. He made the colonists -work. He traded -with the Indians 
for corn. New settlers came and the colony prospered. 



Whether tliese and other stories of Smith are true or not, 
it is certain tliat he saved the Jamestown colony from ruin. 
AVheii sickness had weakened the colonists and their food was 
nearly gone, they went to Smith and asked him to take 
charge of affairs. He took up tlie task with great vigor. He 
treated the Indians kindly, and traded trinkets with them for 
the corn needed by the hungry settlers, and he forced all who 
were able, to go to work. In the autumn, matters had greatly 
improved, and new settlers arrived, until the colony numbered 
several hundred. 

Smith ma}' not have believed that India could be reached 
through America, but, being fond of adventure, he spent 
weeks at a time in exploring Chesapeake Bay and the Chicka- 
hominy Kiver. 

On one of these excursions, Smith went a little way into 
the woods with an Indian guide, leaving his men in the boat 
to wait for his return. 

But his men, tired of waiting, soon went on shore, and the 
Indians killed them. Then the red men tracked Smith and 
his guide through the woods. When Smith saw them, he 
held his guide in front of him as a shield, and retreated to- 
wards his boat, firing as he went. Suddenly he stepped into 
a l)Og and sank to his knees. There the Indians seized him 
and carried him as a captive to their village. 

Smith to save his life, showed them his little pocket com- 
pass, which excited their attention and made them wonder. 
Then he told them he could make paper talk. Taking a piece 



VIRGINIA AND JOHN SMITH. 



ei 



LESSON. — Being taken by Indians, he saved his life by showing them 
a compass, and by " making paper talk." When Po-whatan ordered him 
put to death, Pocahontas saved his life. She w^as a good friend of the 
English, one of ^vhom she married. 



of paper, lie wrote on it, and said to the Indians that, if they 
wonld take it to Jamestown and show^ it to tlie peo[)le, the 
paper woiikl repeat tlie \vords he spoke to them. 

One of them carried the paper to Jamestown, and a settler, 
seeing it, repeated Smith's words. This made the Indians 
think Smith a superior l)eing, and they spared his life, and 
took such good eare of him that he feared they were making 
him fat in order to kill and eat him. 

At last, for some reason, Powhatan, the Indian chief, or- 
dered him to be put to death. He was bound and laid on 
the ground with his head resting on two stones. At a sign 
from Powhatan the Indians raised their 
clubs to dash out the captive's brains. 

At this moment Pocahontas, the 
chief's little daughter, darted out of the 
crowd, and protected Smith from dan- 
ger with her own body, while she 
begged for his life. Powdiatan granted 
her request, and soon after sent him 
back to Jamestown. 

This is the story as told by Smith 
himself, and a part of it at least is true ; for there are many 
accounts of Powhatan, and Pocahontas, who was friendly 
to the English, often supplied them with food, and saved them 
from hostile attacks. 

Pocahontas was afterwards married to John Rolfe, an 
4 




Pocahontas. 



6S ttAZEN'S ELEMENTARY HISTORY. 

LESSON. — Her descendants include some prominent Virginians. 
While Smith viras away the settlement suffered. On his return, he 
restored order. In 1609, more colonists arrived. Smith %vas hurt and Avent 
to England. The colonists again refused to work, and sailed for home. 



Englishman, and went to London with him. She was pre- 
sented to tlie King, and gained the good will of all whom she 
met. She died in England, but her descendants now in- 
clude some of the best people in Virginia. 

When Smith reached Jamestown he found but few of the 
colonists alive, and they were discouraged. But more settlers 
arrived, and Smith, who was made president of the colonv, 
soon restored order, and, l)y forcing all to do their share of the 
work, greatly improved matters. 

About five hundred settlers, including some women and 
children, came from England in the spring of 1()09, which 
put new life into the colony ; but some of the ne\v comers 
stirred up opposition to Smith, and he became unpopular. 

At that time he was badly hurt l)y an explosion of gun- 
powder, and went to England to be taken care of, leaving tlie 
colony to govern itself. Five years later he visited Xew Eng- 
land, but never saw Jamestown ao^ain. lie died in Enirland 
in 1631, when he was about fifty-two years old. After Smith 
went away, matters at Jamestown became worse than ever. The 
people stopped working, and idleness brought sickness and 
famine. The Indians became hostile, refused to supply food, 
and killed many of the settlers, w^hile others died of starva- 
tion, until, in the spring of 1610, there were only sixty of the 
colonists left alive. 

In despair, the survivors determined to return to England, 
and, going on board their ships, sailed sadly down the river. 



VIRGINIA AND JOHN SMITH. 



69 



LESSON. — Lord Delaware met them and they returned to Jamestown. 
Women w^ere brought from England as w^ives for the colonists, w^ho 
paid for their passage in tobacco, vrhich w^as used as money. 



But, on their way, tliey met Lord Delaware, the new governor, 
with plenty of supplies and one hundred and fifty men, and 
gladly returned with them to begin anew the settlement. 

From that time the colony began to prosper. Young 
women were sent over to become wives of the colonists, and 
real homes made men better satisfied to live away from 
England. Each settler who 
wanted a wife had to pay the 
cost of her passage from Eng- 
land. At first this was a 
hundred pounds of tobacco, but 
it soon increased to one hun- 
dred and fifty pounds. 

Since tobacco was used for 
money, and also brought a 
good price in England, where 
the people had grown fond 
of it, its cultivation became 
very profitable. So the set- 
tlers raised it almost every- 
where on the plantations, 
which lined both banks of the 
James for more than a hun- "^""^^^ "^ ^^'°"'^" Emigrants. 

dred miles, until the council ordered more attention paid to 
raising food for the settlers. 

In August, 1619, a Dutch trading vessel brought twenty 
negroes from Africa to Jamestown. The settlers bought 




To 



HAZEN'S ELElVrENTARY niSTORY. 



LESSON.— In 1619, negroes were brought to Jamestown and sold as 
claves. At first the London Company governed the colony, but, in 1619, 
it began to make its ow^n law^s. 



tliem, uiid found them so helpful in raising tobacco that others 
were brought in, and slavery became a part of our history. 

Although the charter granted to the Virginia colony 
promised the people the same liljerties and franchises that they 
would have had in England, they were, for a long time, gov- 




Introduction of Slaves into Virj^iiiia. 

erned by agents of the London Company. In 1<'»1'.», liowever, 
they were allowed to help make their own hiws, and elected 
a house of Burgesses, which was the first representative as- 
sembly in America. 

The laws passed by this body were not binding until agreed 
to by England, and no hiAv made in England was binding upon 
the colony until accepted by this body. 



VIRGINIA— BERKELEY— BACON. 7l 

LESSON. — In 1624, the king took away its charter, and it was a royal 
province until the Revolution. The colonists had trouble with the 
Indians. Berkeley refused to protect them. Bacon raised troops and 
punished the savages. Berkeley proclaimed him a rebel. 



The king was not pleased with the rule of the London 
Company, and, in 1624, he took away its charter and appointed 
a governor of the colony, thus making it a royal province ; and 
a royal province it continued to be until the Revolution, in- 
creasing in members and prosj^erity continually. 

The colonists were greatly troubled by the Indians, AVhen 
Powhatan died, his brother became chief, and planned to de- 
stroy all of the whites. At a fixed time, the Indians fell upon 
the settlements and killed about four hundred of the colonists. 

The settlers drove them back, pursued them to their homes, 
and slew a great many. Some years later the Indians re- 
peated their attack, and were badly punished again. Still, the 
outlying settlements continued to suffer from their raids. 

At one time this caused trouble between the royal governor, 
Berkeley, and the colonists. Some of the remote settlements 
were attacked by the Indians, and they called on Berkeley to aid 
them. He was a cruel ruler and had no desire to help the 
people. 

When he refused their request, a young colonist, named 
Nathaniel Bacon, raised a force and led it against the savages. 
Berkeley was angry, and proclaimed Bacon and his followers 
rebels. When Bacon returned, his success had made him 
popular, and he Avas chosen a member of the House of Bur- 
gesses. 

Finding the governor was determined to destroy him. Bacon 
put himself at the head of a small force and marched against 



72 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — Bacon defeated Berkeley, took JamestOTvn and burned it. 
Bacon died, and the king removed Berkeley. Many came to America to 
be free to w^orship God. Then Church and State ■were generally united 
in Europe. 

Jamestown. Berkeley, like most tyrants, Avas a coward and 
gave up Avitlioiit a struggle, but, a sliort time afterwards, he 
again proclaimed Bacon a rebel, while he was away lighting 
the Indians. 

When Bacon returned, he found Berkeley with several hun- 
dred men and a few vessels at Jamestown readv to ficjht liim. 
Bacon at once seized and fortified the isthmus that connected 
Jamestown with the main land. Berkeley attacked him, 
was driven back, and stole away with his men by night in his 
vessels. 

Bacon at once seized and Ijurned the town, to prevent 
Berkeley's I'eturn, and it was never rel^uilt. Bacon soon died, 
and Berkeley returned to power, but he was so cruel and un- 
just that the king removed him in disgrace, and he left the 
colony follo\ved by the hatred of the settlers. 

Tlieir new ruler was not much better, but the colon)- pi'os- 
pered, and, the more the people were oppressed, the greater 
grew tlieir love of freedom, until it burst into flame at the first 
stroke of the Liberty Bell. 

5. THE PILGRIMS— MASSACHUSETTS (1620). 

The second reason that led men and Avomeii to leave 
their homes in Enghvnd and to seek the chuigers and dis- 
comforts of life in a new land, was '' Freedom to Avorship 
God." 

In the olden times, Church and State were generally united 
in Europe. That means that each government decided how 



PILGRIMS— MASSACHUSETTS. 73 

LESSON. — The Puritans and Separatists (Pilgrims), refused to obey 
the Church of England and -were persecuted. In 1607, some Separatists 
attempted to go to Holland, and were put in prison. 



its people should worship God. When Mary was queen of 
England the established religion was Catholic, but under 
Elizabeth and James the Church of England prevailed. 

But whatever the State Church might be, each government 
tried to make all its people accept it, and if any refused to do 
so, they were persecuted and punished, and even put to death. 

Now the English-speaking people have always loved free- 
dom, and there were many good men and women in England 
who disliked the forms used in the State Church and wanted 
a purer, simpler service. These people were called Puritans. 

Another sect was established called the Separatists, because 
they withdrew entirely from the State Church, and formed 
a separate body, in order to decide for themselves what to 
believe and how best to worship Grod. 

Both Puritans and Separatists were persecuted severely. 
They were fined, sent to prison, and troubled in many ways. 
At last these people began to think of leaving England to 
escape from their enemies. 

In the fall of 1607, a small body of the Independents, as the 
Separatists were called, attempted to go from Scrooby, Eng- 
land, to Holland, where they could worship God in their own 
way. But they had scarcely gone on board the ship to start 
on their voyage, when they were seized by the king's officers, 
robbed of their possessions, and put in prison. 

This only made them more determined to leave England, 
and the next spring they hired another ship to carry them 
to Holland. Many of the men had gone on board the vessel, 



Y4 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— They did not like Holland and wanted to come to America 
In 1620, one hundred and t-wro of these "Pilgrims," having returned to 
England, sailed in the Mayflower for America. In sixty three days, on 
November 19, they came in sight of Cape Cod. 

and the women and children were on the shore, when the Cap- 
tain saw some English soldiers near the boats, and suddenly- 
sailed away to Holland, leaving the })oor women and children 
in the hands of their enemies. But after a while they were 
allowed to go to Holland, and families were there reunited. 

Eleven years passed, and each year they gre^v more and 
more dissatisfied with their life in Holland, until at last they 
turned their faces towards the New World. 

In 1619, the London Company agreed to send them to 
Ameiica. Knowing that their voyage ^vould be long and 
dangerous, they engaged in solemn religious exercises before 
going on board the Speed ivell^ which took them to England. 
" They knew," wrote Governor AVilliam Bradford, '' they were 
Pilgrims," and since that time they have been called the Pil- 
grim Fathers. 

On August 15, 1P)20, they set sail for America in the Speed- 
well and the Mai/f(ncei\ ))ut the Spetdivell began to leak, and 
they returned to Plymouth. As the Speedwell was not sea- 
worthy, she was left behind, and, on September 1<), 1(520, the 
Miujfloioer sailed on its lonely voyage, carrying one hundred 
and two men, women, and children. For sixty-three days she 
was tossed by wind and wave, until, on November 19, through 
mists and storm, the bleak headlands of Cape Cod were seen. 

Among the Pilgrims was an English soldier named Captain 
Myles Standish. He was not a Pilgrim, but liked adventures. 
He was short, stout, with a long yellow beard, and a temper 



THE PILGRIMS— MASSACHUSETTS. 



75 



LESSON.— They entered Provincetown harbor (November 21), and 
landed at Plymouth on Monday, December 21, 1620. 



that was easily aroused if one spoke of him as being small. 

After entering Provincetown harbor (November 21), Captain 

Standish and sixteen men were sent out to examine the place. 

It was a dreary country, not suitable for a settlement, and the 




The Mayflower Entering Provincetown Harbor. 

Pilgrims sailed around to Plymouth Bay. There, in the 
midst of a cruel storm, they landed on Monday, December 21, 
1620, and began to build a large log cabin to protect them 
from the cold and snow. 

What sought they thus afar ? 

Bright jewels of the mine ? 
The wealth of seas, the spoils of war ?— 

They sought a faith's pure shrine. 

Ay, call it holy ground, 

The soil where first they trod ; — 
They have left unstained what there they found — 

Freedom to worship God. 



76 



HAZEN'S ELEMENTARY HISTORY. 




LESSON.— Before landing they elected John Carver governor, and 
made a iev/ laws which they agreed to observe. Many died during the 
■winter, and the rest suffered great hardship. In the spring they built 
rude homes, erected a meeting house, and began planting. 

Before they lauded, the Pilgrims laid the foundations of a 
free government, \vhen they elected John Carver governor 

for a year, and agreed upon certain 
rules by which he and they were to 
be guided. 

There were one hundred and two 
colonists at Plymouth, since one died 
on the voyage and a child was born 
before the people landed. About half- 
of them perished during the long 
winter, and the rest suffered from 
so much sickness that at one time, 
only seven were well enough to work. But these seven, with 
grim fortitude and bravery, cooked the food, chopped wood 
for the fire, tended the sick, and looked after their comfort. 

No wonder that, at times, they almost lost hope, and longed 
even for the persecutions of England. The snow beat into 
the cabin, their food was almost gone, and it seemed as if the 
long winter would never end. But, with the coming of spring 
health and hope returned to the poor Pilgrims, and they began 
their work of home-making. 

First they built rude houses, so that each family could have 
its own home. Then they put up a meeting-house and placed 
four cannon, taken from the Mayflower, upon its roof. As 
soon as the weather permitted, they began to plant, in order 
to have food for the next w inter. 



The Myles Standish House, 
Duxbury, Mass. 



THE PILGRIMS— MASSACHUSETTS. 



77 



LESSON. — An Indian welcomed them and Massasoit made a treaty 
with them that lasted for fifty years. Squanto taught them how to plant 
corn, to hunt, and to fish. 

The colonists had seen many signs of Indians, and were 
afraid of an attack by them, although no savage had been 
near the settlement. But one 
day, when they were working 
in the fields, an Indian named 
Samoset, came out of the woods 
and called to them, " Welcome, 
Eno-lishmen." He had learned 
a few English words from some 
fishermen along the coast, and 
was willing to help the Pil- 
grims. The whites treated 
him so well that, in a day or 
two, he returned with Squanto, 
an Indian, who said he had 
been to England with some 
sailors, and had learned to 
speak their language. 

Squanto and Samoset soon " Welcome, Englishmen." 

induced Massasoit, an Indian chief, to visit the settlers, and a 
treaty of peace was made with them \vhicli lasted for half 
a century. 

Squanto was very kind to the Pilgrims. He sho^v^ed them 
how to hunt the 'wild deer and turkey, and where to find the 
best clams, and the nicest fish. Then he brought them some 
corn, and taught them how to plant it in hills, the same as 
farmers do now. He did much to keep other Indians friendly, 




7S HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The colonists and the Indians observed the first Thanks- 
giving together. Canonicus threatened the colonists and Governor 
Bradford defied him. 



and wlien, about a year later, he died, the settlers felt tliey had 
lost a true friend. 

The first Thanksgiving in America was a strange one. 
Governor Bradford ai)})ointed it because the crops had been 
large, and the season prosperous. The Indians brought in 
some deer, which they had killed, and, for three days, the red 
men and tlie white men feasted together. 

Meanwhile, the Mayflowiev had gone back to England, and 
another vessel had arrived at Plymouth -with thirty-five set- 
tlers, who were too poor to bring sup})lies with tliem. Tliey 
were welcomed and cared for, but it was a difficult task to 
supply food for them. The stock of provisions began to give 
out, and the people Avere put upon half the regular allowance. 

Unfortunately, not all of the Indians were friendly to the 
settlers, and a Narragansett chief, named Canonicus, threatened 
them ])y sending a bundle of arrows wrapped in the skin of a 
rattlesnake. Governor Bradford knew that this was a war 
message, and he boldly filled the skin with powder and ball, 
and sent it back as his reply. This frightened Canonicus, and 
he let the settlers alone. 

The colonists had a hard time during the second winter 
and spring, but other Pilgrims joined them, and, as they 
learned more aljout the country, they found plenty of fish and 
game, their crops increased, and they began to feel as if they 
had gained a home in the Plymouth Colony. 

Note. — The Pilgrims intended to land near the Hudson River, where some 
Dutch had settled, but were driven nortlnvartl by storms to Cape Cod. 



The Homes of 

PILGRIM, PURITAN, 

CAVALIER, QUAKER 

AND CATHOLIC 

IN ENGLAND 




THE PURITANS— MASSACHUSETTS. gt 

LESSON.— In 1628, John Endicott, a Puritan, settled a colony at 
Salem, Massachusetts. The Massachusetts Bay Colony received a grant 
of land from King Charles I. In 1630, more Puritans settled at Salem. 



6. THE PURITANS— MASSACHUSETTS (1630). 

While the Pilgrims had been making a home at Plymouth, 
the Puritans had remained in England, but, as they were 
still persecuted, they often thought longingly of the freedom 
the Pilgrims were enjoying in the New World. 

In 1628, a Puritan named John Endicott, with about one 
hundred emigrants, settled at Naumkeag (Salem), in Mas- 
sachusetts. Encouraged by this beginning, a company of 
wealthy Puritans was formed in England (1629), and King 
Charles I. granted them a large tract of land, I'eaching from 
three miles south of the Charles River to three miles north 
of the Merrimac River, and extending from the Atlantic to 
the Pacific. This company was called the Massachusetts Bay 
Colony, and the king gave it a charter which permitted the 
settlers to govern themselves. 

In the spring of 1630, two hundred 
Puritans came from England and joined 
the colony at Salem, which, for some 
years, was the most prominent of the 
Puritan settlements. 

In the same year John Winthrop, an '"^^^^XS^i^i''^"'^-^ 
educated, wealthy Puritan, determined „..' ^ 

^ ' Jolm Winthrop. 

to leave the country where man was 

"more vile and base than the earth we tread upon," and to 

settle in Massachusetts. 

He brought a colony of nearly eight hundred men, women 
and children, a large number of horses and cattle, and such 




82 HAZEN'S ELEMENTARY HISTORY. 

LESSON. In 1630, John Winthrop brought about eight hundred 
colonists to Tri-mountain i Boston). Other places ^vere soon founded. 
The several settlements united and sent representatives to Boston to 
make laws. "Winthrop w^as the first governor. In 1692, the Puritan and 
Pilgrim colonies united as Massachusetts. 



ini|)leineiits aiul liouseliokl stuff as are necessary in a new 
settlement. After visiting Salem, and examining other loca- 
tions, AVintlii'op settled on a peninsula which he called Tri- 
mountain (Tremont), from three hills which crowned it. 
It was afterwards named Bost<jn. 

AN'ithin a year from that time, several hundred more Puri- 
tans came to Massachusetts, and founded Charlestow n, Lynn, 
Dorchester, and other places. 

At first a council of leading; men made laws for the colo- 
nists and saw that they were obeyed, but, in a short time, the 
people took the government into their own hands, and sent 
representatives to Boston to make the laws. 

Each settlement held its own town meeting where all free- 
men (clmrch members) had the right to vote, and the several 
towns settled ])y the Massachusetts Bay ('om|)any were united 
under one charter with a governor in Boston. 

John Winthr()|> was its first governor, and he guided the 
settlers wisely, both in ])ul)lic and pi'ivate mattei-s. After a 
while (1()9'2), the Pl\inouth and Massachusetts Bay colonies 
united under one governor, and wei'e called ^fassachusetts. 

The Puritans, like the Pilii-rims, had come to America to 
find homes where they could make their own laws, and wor- 
shi[) God in their own way. They were honest, sturdy. God- 
fearing men and Avomen, who desired to do right, and ^^ ho 
were willing to work and suffer to gain their freedom. But 



ROGER WILLIAMS— RHODE ISLAND. 83 

LESSON.— The Puritans could not understand why those who did not 
believe as they did, should w^ant to live w^ith them. "When Roger Wil- 
liams opposed them, he w^as banished, and settled at Providence. 



they had been persecuted iii England for not using certain 
forms of worship, and this had forced into their minds the 
idea that tliey knew they were exactly right in their views, 
and therefore everybody Avho differed with them must be 
wrono\ 

Then, having come across the ocean to carry out their ideas 
in their own way, they could not understand why, when there 
was plenty of land in all directions for settlers to occupy, 
people who did not believe as they did should try to live 
with them. 

7. ROGER WILLIAMS— RHODE ISLAND (1636). 

And so, when Roger Williams came to Salem in 1631, and 
began to preach and to teach that all should be allowed to 
believe what they pleased, and that the 
c-overnment should not settle the relio-ion 
of the people, he was told he would 
better go away. 

But no action w^as taken against him, 
until he said that the colonists had no 
right to the land on which they had 
settled, since the king never owned it, 
and therefore could not give it away. 
Roger Williams. rj.j^^^^ ^j^^ people determined to arrest 

him and punish or banish him. 

When Williams heard of this he fled to Massasoit, and in 
the spring started a settlement at Providence, where he de- 




84 



HAZEN'S ELEMENTARY HISTORY, 



LESSON.— The Friends were also persecuted. In 1692, the people at 
Salem believed in witches and determined to kill them. 



clared no man should suffer on account of his relii^ious 
opinions. INIany persons who aureed Avitli Williams followed 
him, and the colony was called llhode Island and Providence 
Plantations. 

Some years later a few Friends or Quakers came to Boston 
to settle, and the Puritans tried to make them conform to the 
State religion. The Friends were whipped, fined, and put in 
jail, but they were determined to retain their own beliefs, 
and finally the persecution ceased. 

8. THE SALEM WITCHCRAFT (1692.) 

In 1GV)2, the good people of Salem seemed to lose their 
senses. We cannot understand how it could happen, but 
they thought their town was 
full of witches, who liad the 
power to injure those wdioni 
they hated. 

It was supposed that these 
witches could chanfre their 
forms at 2)leasure and become 
cats, or dogs, or other animals. 
It was believed that they rode 
through the air mounted on 
broomsticks like a little boy 
playing horse. There was no 
doujjt in the minds of the people that evil spirits lielped the 
witches tortui-e their enemies. Fearful stories Avere told and 




Tiic Witcli's Kide. 



DUTCH COLONIES— NEW NETHERLAND. 



85 



LESSON. — The colonists soon sa-w their -wickedness, and persecution 
ceased. In 1613, the Dutch began to settle in New York. 



believed about tlie deeds of these witches, until the people 
determined to kill them all as fast as they were found. So 
suspected people, mostly old women, were arrested, many 
were ^vliipped and tortured to make them confess, and twenty 
were put to death. 

But, when the delusion was at its height, the eyes of the 
people were suddenly opened, and they saw how wicked and 
foolish they had l)een. Persecution stopped and the belief in 
witches died out. 

9. DUTCH COLONIES— NEW NETHERLAND (1614). 

You remember that the Dutch claimed the land around 




Minuet Buying Manhattan Island. 

New York on account of the discoveries by Hudson. They 
were great traders, and, as the country w^as full of ^vild ani- 



86 HAZENS ELEMENTARY HISTORY. 

LESSON.— In 1626, Peter Minuet bought Manhattan for a few trinkets. 
The Dutch settled there and planted colonies on the Hudson River and in 
Connecticut. Their governors were bad and had trouble with the Indians. 



inals whose skins were valuable, the Dutt-li estahlislied a 
trading-post on Manhattan Island in 1()18, and another called 
Fort Orange, on the present site of All»an\. in 1(')14. 

In 1626, the Dntch West India Coin])any sent a small 
colony to ^lanhattan, and Peter Minuet, the first governor, 
bought the wliole island from the Indians for about twenty- 
four dollars' woi-th of trinkets. 'J'he settlement was called 
New Amsterdam, and was the beginning of the great city of 
New York. 

The Dutch Company was formed simply to make money in 
trade, and, when it found its posts were profitable, the directors 
bought large tracts of land, and sent out colonists to settle as 
far south as the Delaware River, along tlie Hudson to Albany, 
and in Connecticut. 

The Dutch were very good colonists, and the large land- 
owners, called patroons, became I'icli and 
powerful. But the governors of the 
colony at ]\Ianliattan were generally 
bad, and the Company tried to keej) all 
trade with the Indians in its own stores. 
At first the Indians were ti*eate<l 
honestly, l)ut, when William Kieft was 
'P ""V^^/^V governor, he oppressed the colonists and 
was so cruel to the Indians that, for two 

Peter Stuyvesant. ~ .i -- i i -i --i • ,i 

years, they attacked tlie settlers in the 
fields or on the i-oads, until trade ceased and famine threat- 
ened the colony. 




DUTCH COLONIES— NEW NETHERLAND. 



87 



LESSON. — In 1638, some Swedes settled on the Delaware, and called 
the place New^ Sw^eden. In 1655, Stuyvesant captured these Sw^edish 
settlements. England claimed New Netherland. 



After ten years, Kieft was reraov^ed, and (^uaint old Peter 
Stuyvesant was appointed in his place governor of New Neth- 
erland. He was an honest old fellow, and wanted to have 
the colony prosper, but he was headstrong and tyrannical, 
and was not willing to listen to the people, or to allow them 
any voice in their own government. 

Althouo-h the Dutch claimed the entire coast as far as the 
Delaware, some Swedes started a settlement, in 1638, below 

Philadelphia, and named it 
Christina, after their queen. 
Other Swedes followed, and 
soon a hundred families were 
settled near there. So many 
of them had homes on the 
banks of the Delaware that 
the country was called New 
Sweden. 

There were some quarrels 
between the Swedes and the 
Dutch, and, in 1(355, Governor 
Stuyvesant attacked and cap- 
tured New Sweden, but the 
colonists prospered under the 
Dutch, as they did afterwards 
as English subjects. 

stuyvesant Rousing the Dutch. Now, England had never 

given up her claims to New Netherland, and English set- 




88 



HAZEX'S ELEMENTARY HISTORY 



LL'SSON.— The English took New York in 1664, and the Dutch 
recaptured it in 1673, but, after the vrar ceased, gave it back to England, 
and it w^as a royal province until the Revolution. 



tiers on Long Lslantl and in Connecticut |)ai<l no attention to 
Stuyvesant's threats. Finally the English thought Ijest to 
enforce their claim, and, in August, 1()()4, a small fleet came 
up the bay and demanded the surrender of the city. 

Stuy vesaut began to prepare to repel the fleet, and stumped 
about the town on his wooden lee;, determined never to yield. 







Tlie Dutch Capturing New York. 

But the people were tired of him, and refused to fight. So 
he had to give np, and New Amsterdam became New York, 
In 1()TH, England and Holland Avent to war again, and a 
Dutch fleet captured New York fi-oin the English, but, as 
soon as peace was declared, it was given back to England, and 
was a royal province until the TJevolution. 



MARYLAND AND LORD BALTIMORE. 89 

LESSON.— The Catholics were persecuted in England. Under a charter 
given to Lord Baltimore, they settled at St. Marys, Maryland, in 1634. 
The colonists made just laws. All freemen could vote. 



10. MARYLAND AND LORD BALTIMORE (1634). 

The Roman Catholics were persecuted in EngLand, as well 
as the Puritans and Pilgrims ; and they began to look west- 
ward to find a land where they would be free to worship 
God. Sir George Calvert, the first Lord Baltimore, came per- 
sonally to America to find a suitable location for his Catholic 
brethren to settle. 

Having decided on the place, he obtained from Charles I. 
a grant of land on Chesapeake Bay north of the Potomac, and 
named it Maryland. 

Sir George Calvert died before any colonists were sent to 
Maryland, and his son, Cecil, took the 
charter in order to carry out his father's 
plans. In 1634, Leonard Calvert, Lord 
Baltimore's brother, with about three 
hundred Eno-lish Catholics and Prot- 
estants, started a settlement named St. 
Marys near the mouth of the Potomac. 

The colonists treated the Indians 
kindly, and paid for the land they oc- Cecil Calvert, 

cupied. The Indians were fi-iendly, and the w^hite and the 
red men lived pleasantly together. 

The charter of Maryland was very liberal. The colonists 
had to pay the king a small trilxite yearly, and were bound 
to make no laws contrary to those of the Mother Country. 
All freemen had the right to vote, and they made just 
laws. 




90 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— Virginia claimed part of Lord Baltimore's land. Clayborne 
invaded Maryland. He was successful at first, but later, w^as driven av/ay. 



Ill l()4i), tlie Asseiiil)ly {)a8se<l t\w Toleration Act, which 
gave every Christian the right to worship God {is lie pleased. 
Under such laws Catholics and Protestants lived contented 
and ha})py, ])ut the people were not quite liberal enough to 
allow infidels and Unitarians a home there. 

The Jamestown Council claimed land that was included in 




Tlie Settlement at :Maryl;inil. 

the grant to Lord Baltimore, and AVilliaiii Cla\ Ixn'iic of \\v- 
ginia started two trading posts in Maryland, })ut was driven 
away. Then he collected a small army, invaded ^Maryland, 



PENNSYLVANIA AND WILLIAM PENN. 91 

LESSON. —The colony Tvas troubled by civil wars until the king inter- 
fered. From that time it prospered. Quakers were persecuted in Eng- 
land. William Penn joined them in spite of his father's opposition. 



and drove Calvert out of the colony. But Calvert soon raised 
a loyal force and defeated Clay borne. 

After a while the Protestants gained control of the govern- 
ment and deprived Catholics of their rights. This caused a 
civil war Avhich lasted for five years, and ended in the 
triumph of the Catholics. For more than a quarter of a 
century the colony prospered, and then another religious 
war disturbed the people. The king interfered, and from 
that time until the Revolution the colony enjoyed peace 
and prosperity. 

11. PENNSYLVANIA AND WILLIAM PENN (1681). 

At this time there lived in England a sect called Friends 
or Quakers. They did not believe in war, and refused to fight 
even when attacked. They were an honest. God-fearing 
people, who were willing to allow all men to hold their own 
opinions, and to worship as they pleased. 

Now the Friends might have lived in England without 
being persecuted very much, if they had not insisted on con- 
ducting their worship in a way that was not pleasing to the 
State-Church. 

As it was they suffered a great deal, though everybody said 
they were a good folk and lived honest lives. A young man 
named William Penn became acquainted with some intelligent 
Friends, and concluded to join them. He came of a wealthy 
family and was well educated, and his father, Admiral Penn, 
felt very angry when he heard that his son was a Friend. 



92 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— King Charles II. gave Penu Pennsylvania in payment of a 
debt. The King's brother gave him Dela-ware. Penn sent a colony to 
settle on his land in 1681. His government vras wise and just. 



The old admiral was quick tempered, and he gave William 
many Avliippiugs, and tried in every way to keep him from 
joining this despised sect. 

But William was just as obstinate as his father, and, at last, 
the admiral gave up and the son had his own way. William 

was greatly troubled by the perse- 
cutions that his bretliren endured, 
and, for a long time planned an em- 
pire in the New World, where 
justice, truth, and liberty should 
unite in a rule of peace. 

When Admiral Penn died. King 
Charles II. was owing him about 
$80,000, and William offered to 
take as payment the province now 
known as Pennsylvania. The king accepted the offer, and the 
Duke of York, the king's l)rother, added the present State of 
Delaware. 

As soon as he had obtained the title to the land, Penn col- 
lected a body of Friends, sent them to Pennsylvania to begin 
the colony (1681), and let it be known all over England that 
this colony would Ije a refuge for those who suffered for 
conscience's sake. 

Ilis plan of government was wise and just. He allowed no 
settler to take land without buying it fi'om the Indians. lie 
forbade all persecution. The right of trial by jury was 
established. Sunday ^vas appointed as a day of rest. Every 




PENNSYLVANIA AND WILLIAM PENN. 



93 



LESSON.— In 1682, he founded Philadelphia, and made a lasting treaty 
of peace with the Indians. He gave the Delaware settlers a separate 
government. 

child of twelve years of age had to learn a trade, and the 
colonists were allowed to make their own laws. 

In 1682, Penn came to visit his colony, and was heartily 
welcomed. While he was there he laid ont the city of Phil- 
adelphia, and made a treaty of peace and friendship with the 
Indians, which was never broken. 

A great elm tree, which stood near Philadelphia, was shown 
for years as the place where Penn met the red men to make 
the treaty. It is said that 
when the Indians gathered 
under the tree they were armed 
against treachery ; but seeing 
that Penn had no sword or gun, 
they threw their weapons away 
and talked with him as friend 
to friend. 

Penn told them he did not 
believe in war, but in treating 
all justly and honestly in order 
to live in peace. They were 
moved by his words, and said 
they would be his friends as 
long as the sun and moon re- 
mained in the heavens. 

Penn went back to England ^^""'^ ^^■^^'^*^- 

soon after this, and, on his return, finding that the Delaware 
settlers desired a separate government, he permitted it, though 




94 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — Penn -was imprisoned in England for debt. He died in 1718 
Under the care of Penn's sons, the colony prospered. In 1664, the Con- 
necticut colonies united under a charter from King Charles II. 



they were under the same governor until the Revolu- 
tion. 

When Penn again returned to England, he was unjustly 




The AVanii)uni Belt of I'l'uce. 

arrested and imprisoned for debt, and died in 171S, soon after 
his release. After his death, his sons controlled the eoloiiy, 
and as they carried out their father's plans, it became rich 
and prosperous. 

12. OTHER COLONIES. CONNECTICUT (1634). 

The first colonies were hardly 
established before they began 
to send out ex}»lorers and set- 
tlers into the iieiiihlxn'iiig ter- 
ritories. The Dutcli from 
Manliattaii, and the English 
from ]\[assachusetts, made set- 
tlements in Connecticut, and 
both claimed the riglit to thnt 
land. 

In 1()<)4, the different col- 
onies in Connecticut iinite<l un- 
der a charter obtained from 
Andres Demanding the Charter. Kincr Charles II. in 1 GGl\ which 




CONNECTICUT. 



95 



LESSON. — When in 1687, Andros demanded the charter from the 
Assembly at Hartford, Captain Wads-worth hid it in an oak tree, ^vhere 
it remained until William became King. 



remained in force for more than a hundred years, in spite of 
tlie attempts of England to take it a\vay. 

In 1685, King James thought the colonies had too much 
liberty, and concluded to take away their charters. He sent 
to New England a tyrant, named Sir Edmund Andros, to be 
governoi". Andros tried to get the charter from Connecticut, 
but the colonists wanted to keep it. 

One day he went before the Assembly at Hartford (1687), 
and demanded the charter. The Assembly put off giving it 
to him until after dark, when candles were lighted. Then 
he ordered the chai'ter brought into the room. The paper 
was laid upon the table, but just as he was about to take it, 
the candles were blown out. When they were relighted 
the charter could not be 
found. Captain AVilliam 
Wadswortli had carried it 
off and hid it in the hollow 
of an old oak. This tree 
was afterwards called the 
Charter Oak, and was taken 
great care of by the people 

as long as it lived. The Charter Oak. 

The charter remained hidden in the oak until King Wil- 
liam drove James from the English throne. Then more 
liberty was given to the colonists, and the Charter Oak gave 
u[) its trust. 




^^^^-Vv 



96 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Maine was a province of Massachusetts. New Hampshire 
w^as one of the thirteen original States. New^ Jersey w^as settled by the 
Dutch and English. It became a separate colony in 1738. Emigrants 
from Virginia settled at Albemarle, Carolina, in 1663. 



13. NEW HAMPSHIRE (1633). 

Colonists from Massachusetts spread over Maine and New 
Hampshire, makinij: little settlements here and there under the 
protection of ^Massachusetts. Maine was a province of the 
parent State, but New Hampshire became an independent 
colony about a century after it was settled, and remained so 
until the Revolution. 

U. NEW JERSEY (1617). 

New Jersey was settled by the English and the Dutch, and 
was at first a part of New Netherland. Later, the Duke of 
York gave it to Lord Berkeley and Sir George Carteret. It 
was divided into East and West Jersey. 

Carteret sold his share to AVilliam Penn, and Berkeley 
traded his to some English Quakers. Then the two prov- 
inces united under the name of Ne^v Jersey, and were 
a part of New York for some years, ^\hen the colony 
again became independent (1738), and remained so until 
the Rev^olution. 

15. NORTH AND SOUTH CAROLINA (1663). 

Virginia, like Massachusetts, sent out colonists far and 
wide. A party of emigrants from that colony made the first 
settlement in the great territory of (\arolina, at All^emarle 
(1063). A short time afterwards. King Charles II. gave that 
country to Lord CLarendon and a few other noblemen, who 
formed a ]>lan to found a great empire. But the settlers 



GEORGIA AND OGLETHORPE. 



97 



LESSON. — The soil and climate of Carolina attracted many settlers. 
In 1729, it became North and South Carolina. The settlement of Georgia 
began in 1733. English la-ws were then oppressive to poor debtors. 



liked their own form of government better, and so the model 
plan was never really tried. 

The soil and climate of Carolina attracted Ensrlish, Irish 
and Scotch settlers, and also many Hngnenots, or French 
Protestants, who had been persecuted in France on account 
of their religion. 

In 1729, the king of England bought the whole country 
from its owners and made it a royal province. He divided 
it into North and South Carolina, and gave each a separate 
government. 

North Carolina was rich in its great forests of pine, the 
source of rosin, tar, and turpentine. South Carolina began 
early the cultivation of rice, and, as the soil and climate were 
suited to its growth, it became the chief product of that colony. 

16. GEORGIA AND OGLETHORPE (1733). 

The last of the thirteen colonies to be settled was Geor- 
gia, where the first settlement was 
made in 1733, only about forty years 
before the Revolution. 

At that time the laws in England 
were very oppressive to poor debtors. 
If a man owed even a shilling, his 
creditor could put him in jail and keep 
him there until he paid it, so that a \^ 
poor man sometimes spent years in "'^ 
prison and died there still in debt. James Oglethorpe. 




98 HAZEN"S ELEMENTARY HISTORY. 

IjESSON— General Oglethorpe pitied the poor people and planned to 
bring them to America. The king gave him a province, and he founded 
Savannah in 1733. The colony did not prosper at first. 



There was then liviiii^ in Enc-land a noble, educated irentle- 
man named James Oglethorpe. He liad served faithfully as 
a general in the army of his country, and, on returning home, 
had become a member of Parliament. 

When his attention was called to the hundreds of poor 
people who were shut up in prisons for debt, while their 
wretched families suffered and starved, he secured the passage 
of laws to help poor debtors. Then, when a rich man died 
and left his wealth to be used in paying the debts of deserv- 
ing debtors who were kept in jail, Oglethor[)e jiersuaded Par- 
liament to use this money in colonizing these pooi* debtors in 
America. 

The plan was popular. The funds were largely increased 
])y the government, by the Bank of England, and by gifts 
from the rich, until it was decided to set apart a province to 
be named Georgia, in honor of King George, where these 
poor people could find a home. 

The king granted a tract of land south of the Savannah 
Iliver to Oglethor})e and his friends, and in November, 1732, 
he sailed from Gravesend with one hundred and twenty em- 
igrants. In January, 1738, they reached Georgia and settled 
at Savannah. 

Oglethorpe treated the Indians justly and paid them for 
their land, but the colony did not prosper very well because 
most of the colonists were not the right class of men to suc- 
ceed in a new country. 

Then Oglethorpe obtained two acts of Parliament, one 



GEORGIA AND OGLETHORPE. 



99 



LESSON.— Spaniards from Florida attacked Oglethorpe and -were re- 
pulsed. By a stratagem they ■were led to retreat to Florida. 



forbidding slavery, and the otlier, the importing of liquor 
into the province. As liquor selling was quite profitable, 
and as the neighboring colonies used slaves, the people 
did not like these laws, and they were not carried out. 

The Spaniards in Florida 
claimed a part of this terri- 
tory, and, in May, 1742, two 
thousand Spanish troops 
arrived at St. Augustine to 
enforce their claim. Ogle- 
thorpe heard of this, and 
raised a force of about eight 
hundred whites and Indians, 
with which he repulsed the 
first attack of the Spaniards. 

Then he planned to surprise 
them by a sudden assault on 
their camp, and, marching by 
night to a point near them, 
he drew up his soldiers for 

battle. Oglethorpe's Letter. 

At this time a spy escaped in the darkness into the Spanish 
camp. Oglethorpe knew that if the Spanish found out how 
few men he had, they would attack and destroy his force, and 
so he wrote a letter to the spy, asking him to tell the Span- 
iards that the English were weak, and to urge them to make 
an attack at once, or at least to keep them there for three 




L.ofC. 



100 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — Georgia did not attract settlers at first, but became pros- 
perous after it was made a royal colony. In 1608, Champlain made the 
first permanent French settlement in America, at Quebec. 



days, when large reinforcements would reach the English 
army. 

Oglethorpe gave this letter to a Spanish prisoner, and set 
him free on his promise to hand it to the spy. But when he 
reached the Spanish camp, he ^vas searched and the letter 
was found. The officers read it and arrested the spy. Of 
course they did not believe what he told them, and when three 
English ships appeared oft' the coast, the whole Spanish force 
fled to Florida, leaving most of their artillery and many sup- 
plies. 

For some reason Georgia did not attract many settlers, and, 
in 1732, the white population was hardly two thousand. In 
June, 1752, the trustees gave back the charter to the crown, 
and Georgia became a ro3\al colony. From that time the 
province prospered, and its fertile plains were soon covered 
with villages or dotted with plantations. 

17. FRENCH COLONIES: CHAMPLAIN, MARQUETTE, JOLIET, AND 
LA SALLE (1608-1718). 

You remember that in the sixteenth century, tlie French 
ha<l failed in their attempts to make permanent settlements in 
America. They did not, liowever, give up their chiiin to a 
part of this country. 

In 1608, Samuel Champlain, a celebrated French j^ioneer, 
sailed up the St. Lawrence as far as the present site of Quel)ec. 

He selected that as a suitable place for a colony, and began 
the first permanent Frencli settlement in America. He ex- 



CHAMPLAIN, MARQUETTE, JOLIET, AND LA SALLE. lOl 

LESSON.— From Quebec, the French priests and traders started mis- 
sions and trading posts further vrest. In 1673, Marquette and Joliet 
explored the valley of the Mississippi as far as the Arkansas River, 




plored all the coimtry near Quebec, and discovered the 
beautiful lake to which he gave his name. Many French 
settlers came to Canada. Some were traders, and others, 
Catholic priests, who dared all dangers and 
privations in their missionary work. 

Hand in hand the trader and priest went 
out into the far West from Quebec. Through 
the valley of the St. Lawrence and along the 
(rreat Lakes they established trading-posts 
and missions. As they spread here and aJ-^AsL^ / 
there over the country, the Indians told them 
of a large river that, rising in the north, Champiain. 
flowed south through fertile valleys to the Gulf of Mexico. 

There were some among the French settlers who understood 
the value of this great valley, and thought they would explore 
and claim it for France. In 1673, P'ather Marquette and a 
fur-trader named Joliet, set out to explore this valley of the 
" Father of Waters." They soon reached the Wisconsin River, 
and, in their little canoes, floated down the stream until it 
brought them into the Mississippi. 

For days they were carried southward by the mighty Avaters. 
Now and then they landed to feast their eyes on the beautiful 
country. It was a wonderful panorama of forest, hill, and 
prairie that seemed to glide by them as they drifted swiftly 
along. For nearly three weeks the river bore them towards 
the Grulf, until they reached the mouth of the Arkansas. 
When they landed there to rest, the Indians met them kindly, 



102 



HAZENS ELEMENTARY HISTORY. 



LESSON. In 1682, La Salle explored the Mississippi to its mouth and 
claimed Louisiana for France. In 1684, he attempted to plant a colony 
in Louisiana but failed, and was killed by his men. 

but told tlieiii of hostile tribes farther down the river. Satis- 
fied that they had found what they sought, Marquette and 
Joliet paddled their way back to Canada to tell the story of 
their voyage. 

The news of their discoveries soon spread thi'ough the coun- 
try, and La Salle, who liad spent years in explorations, thought 
he would go down the Mississip[)i to the 
Gulf. He succeeded in doing tiiis and 
reached the Gulf of Mexico in April, 1682. 
La Salle built little forts here and there 
down the river, not only to prove that he 
had been there, but to establish the rights 
of France to that country. He also claimed 
a great territory at the river's mouth, and 
named it Louisiana. 
AVhen he returned to France, he determined to plant a 
colony in Louisiana, and King Louis XIV. of France gave 
his consent. 

Li 108-4, La Salle sailed from France ^ith a small colony, 
but the captain of the vessel could not find the mouth of the 
Mississippi, and finally reached the coast of Texas. 

There La Salle quarrelled with his captain, who put him 
and his companions on shore and abandoned them. They 
tried to find the river, but could not reach it, and then started 
to walk the two thousand miles that separated them from 
Canada. Befoi'e tliey had gone very far, his men rebelled 
and killed him. 




THE SETTLERS AND THE INDIANS. 103 

LESSON.— In 1718, the French founded New Orleans. They traded 
•with the Indians for furs w^hich were sent to Europe. Both French and 
English claimed the same territory and were ready to fight for it. 



A few years later the French made settlements in Louisiana 
and founded New Orleans in 1718. Then they built a chain 
of forts and trading-posts along the great valley of the 
Mississippi, from the Gulf to Canada, and claimed all the 
central part of the country. This left to the Englisli only 
the narro\7 strip of land on the coast settled by English 
colonists. 

The great valleys of the Mississippi and its tributaries, and 
of the St. Lawrence were full of fur-bearing animals. The 
Indians were good hunters and brought many furs to the 
missions and trading posts of the French to exchange for 
trinkets. These furs were floated down the rivers in canoes to 
New Orleans or Quebec to be shipped to Europe. The traders 
treated the natives kindly and many of them mari'ied Indian 
maidens. Soon little villages grew up around the missions, 
the land was cultivated, and trade in furs and farm products 
rapidly increased. More colonists came from France and the 
settlements multiplied and flourished. 

The Eno;lish were not satisfied with their narrow territorv 
along the coast. They began to understand the value of the 
fertile hunting grounds in the interior, and wanted a share of 
the fur trade with the Indians. The French also were not 
contented with the ricli country they held, but longed to con- 
trol the valleys of the Hudson, which they claimed for France. 
Therefore, w^hen England and France went to war, the French 
and English settlers in America were ready to fight for the 
possession of the country. 



PART IV. 



BEFORE THE REVOLUTION. 



1. WARS WITH THE INDIANS AND THE FRENCH (1636-1748.) 

LESSON.— During the terrible wars with the French and Indians, New 
England suffered greatly. The Pequods in Connecticut attempted to kill 
all the whites, but were destroyed. Then King Philip's war began. 



There were many terrible wars between the colonies and 
the Indians. Some of these were bronght abont by the injus- 
tice of the white men, and some by the home quarrels between 
France and England. 

For, whenever these two countries had trouble, the colo- 
nists here took it up, and the Indians generally helped the 
French. New England suffered especially from the Indians 
during King AVilliani's (irxSll-l ()t)7), and Queen Anne's (1702- 
1713), and King George's (1744-1748) wars. 
Before this there was the Pequod ^var in 
Connecticut, when Roger Williams kept the 
Narragansetts from joining the Pequods in 
an attempt to kill all the whites, which was 
ended only by the destruction of the entire 
Pequod tribe. 

And then came King PhilijVs war, which 
was carried on all over New England, and 
was full of horrors that one shudders to 
relate. 

King Philip was a wise leader and a brave chief. He saw 

104 




Kin{? Philip. 



WARS BEFORE THE REVOLUTION. 105 

LESSON.— Philip hated the whites and planned to unite the Indians to 
kill them. First they destroyed S-wansea, then they made sudden, savage 
attacks on many places. T-welve settlements -were blotted out. 



how rapidly the pale-face was occupying the red man's land, 
and believed that, unless the settlers were all killed, the 
Indians would soon be driven from their homes forever. 

He also hated the whites because he suspected that they had 
poisoned his brother, and on account of the injustice with 
Avhich they treated his race. As he thought over these things, 
he formed a y>\mi to unite the Indians in a war to destroy all 
the whites in New Eno-land. 

The first attack was made at Swansea, Massachusetts. On 
a peaceful Sunday morning, while the unsuspecting people 
^vere on their way to church, the Indians shot and tomahawked 
them Avithout mercy. The news soon spread through the 
settlements, and the colonists united to defend their homes. 
But tliere seemed to be no place safe from attack. Often at 
night a band of savages would swoop down upon the settlers, 
burn their houses and tomahawk the inmates. 

From their hiding-places in the woods, the Indians would 
shoot down the farmers in their fields or the traveler on his 
journey. Often the words of the preacher were interrupted 
by the loud war-whoop, and the people would seize their guns 
and rush out to repel their cruel foes. More than forty 
settlements were attacked by the savages, and twelve were 
blotted out. A strange story is told about the assault on 
Hadley. 

A large body of Indians attacked the settlers and were 
driving them back with great slaughter. Suddenly a tall, 
noble-looking old man, whose long, gray hair and beard 



lOfi HAZEN'S ELEMENTARY HISTORY. 

LESSON.- Hadley was saved by an unknown leader. When Philip 
was killed, the w^ai ceased. During the Intercolonial w^ars, many colonies 
w^ere attacked by the French. In 1690, they destroyed Schenectady. 



gave liim an almost .su})eriiatural appearance, rushed into tlie 
iiiklst of the liglit, and taking command, drove the Indians 
back defeated. Then he disappeared as strangely as he came. 

Many l)elieved God sent him to the deliverance of Hadley. 
Others thouglit lie was one of Cromwell's soldiers who had 
voted to kill Charles I., and who had to flee to America to 
save his life. 

The colonists finally adopted the Indian mode of ^varfare, 
and showed no mercy to age or sex. They destroyed the 
Indian wigAvains and their forts, and left few savages alive to 
tell the tale. At last, defeated and a fugitive, Philip went 
back to his old home at Mount Hope, Rhode Island, to die. 
There he was killed by a hostile Indian, and the war was 
over. 

For more than half of the fifty-nine years that covered the 
period of the intercolonial wars, as the home conflicts between 
the American colonies of England and France were called, 
the colonists suffered from the attack of the Indians aided by 
the French from Canada. 

One night in the winter of 1600, the sentinels at Schenec- 
tady, New York, thought it was too cold and stormy to stay 
on guard. So they made snow images to watch for them, 
while they went away to their warm beds. 

At midnight the Indians and Fi'ench entered the town. 
Suddenly the fearful war-whoop broke the stillness of the 
night, and the poor people were waked from sleep to fall be- 
fore the deadly tomahawk. ]\Ien, \vomen, and children were 



HANNAH DUSTIN. 



107 



LESSON.— In 1697, they attacked Haverhill (Massachusetts), killed 
many settlers and carried others avray captive. Among the prisoners 
was Hannah Dustin. 

di-au-ged from their homes and murdered, and the town was 
laid in ashes. Only a few inhabitants escaped to tell the 
story of that dreadful night. 

In Haverhill, Massachusetts, stands a monument to the 
memory of Hannah Dustin, and this is the story of her bravery 
as handed down for years among the settlers. 




The Escape of Hannah Dustin. 

In March, 1697, the Indians attacked Haverhill. Many of 
the people were killed and some were carried away as prison- 
ers. Among the captives were Mrs. Dustin with her little 
babe, and a nurse, and a boy who could understand what the 



108 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Mrs. Dustin, a nurse, and a boy killed ten of their captors 
and escaped. Deerfield ■was destroyed and many other settlements suf- 
fered, but the colonies prospered and the Indians Mveie finally subdued. 



ImliaiiH siiid. The savages killed the babe and hurried tlie 
others off into the woods. One day the boy heard the Indians 
talking, and he told Mrs. Diistin that they were taking their 
prisoners to the home of the tribe to torture them. 

There were nine male Indians and three squaws in the 
party, and Mrs. Dustin, made desperate by the situation, 
thought she would try to kill them and escape. She spoke 
to the nurse and the boy about it, and they promised to help" 
her. One night, when the Indians were all sleeping soundly, . 
the three prisoners arose, and taking the tomahawks of the- 
Indians, killed ten of the twelve sleepers. One scpiaw and a. 
boy woke up and ran into the woods. Then Mrs. Dustin and- 
the others began their long journey to their home in Haver- 
hill, which they reached in safety. 

In 17U-4, the pleasant town of Deerfield was destroyed by 
the French and Indians. Many of its inhabitants were mur- 
dered without mercy, and more than one hundred were 
carried away captive. 

During all these years until the Revolution, many settle- 
ments were attacked, and thousands of settlers were killed, 
and yet the colonies increased in wealth and population, while 
the Indians were gradually subdued, and forced to let the 
settlers alone. 

AYhile these wars continued the New England colonists 
attacked the French in Canada. The town of Port Royal was 
captured, and the entire province of Acadia (Nova Scotia) was 
held ])y the English. The French had a great fort with solid 



THE FRENCH AND INDIAN WAR. Ill 

LESSON.— During these -wars the colonists captured Port Royal, 
Acadia, and Louisburg. England and France claimed the same territory 
in the interior and the French troubled the English settlers there. 



walls thirty feet liigb, at Louisburg, on Cape Breton Island. 
It was the strongest fort in America, and the French thought 
it could not be taken. 

Colonel Pepperell of Maine, with a few thousand New 
England settlers, was sent to capture it. Six weeks later he 
sent word to the colonies that he had taken Louisburg, in 
spite of its granite walls and big guns. 

England made a treaty with France at the close of the in- 
tercolonial wars, and gave Louisburg back to her, to the great 
disgust of its captors. 

2. WASHINGTON AND THE FRENCH AND INDIAN WAR (1754-1763.) 

As the years passed by, and the French and the English 
settlements increased in numbers and spread over more terri- 
tory, it soon became understood that, before long, there would 
be war between these nations to decide their claims in America. 

In 1748, some English and Virginian traders formed the 
Ohio Company, Avhose purpose was to settle emigrants near 
the Ohio River, and to establish trading posts. The king 
gave this company a grant of half a million acres in that 
section. Virginia claimed nearly all of this land, and several 
other colonies had grants that covered a part of it. But the 
French held this territoiy by right of discovery and settle- 
ment, and since they had some forts there filled with soldiers, 
they could annoy the English settlers and break up their 
trade. 

The Ohio Company complained to Governor Dinwiddle of 



11-2 



HAZENS ELEMENTARY HISTORY. 



LESSON.— Governor Dinwiddle thought he would send a messenger 
with a letter of complaint to the French commander five hundred miles 
away. George Washington was born in Virginia, February 22d, 1732. 



\'irginia, and lie tliought best to seiul a letter to the French 
coinmander, asking for an explanation of the actions of the 
French, and warning them against trespassing on English soil. 
But the French commander was more than five hundred 
miles away, and a messenger must be sent to deliver the letter. 
It was a very long and dangerous journey through pathless 
woods, over Vn'oad rivers and among hostile Indians. 

He must be a l^rave and resolute man who \V()uld under- 
take the task in the depth of winter, when the country was 
almost impassable. But it seems that, when a great crisis 
demands a great man, Providence has one prepai'ed for the 
work. At least it was so at that time. 

About twenty-two years before this trouble began, a 
boy named George Washington was Ijoi-n at Bridge's Creek, 

in Westmoreland County, 
Virginia, on Fel»ruaiy '2'2, 
17.')"2. His father, Augus- 
tine Washington, was a Vir- 
ginian planter. His mothei", 
Mary, was a good sensible 
woman and a faithful wife 
and mothei'. 
At that time, \'irginia, like 
Birthplace of Washington. j^^^^^^ Southern colonies, \vas 

a land of plantations. Scattered here and there, these great 
estates formed little communities Ijy themselves. Each planter 
had his slaves to do the work on the plantation, and this in- 




GEORGE WASHINGTON. 113 

LESSON.— The Southern planters had slaves to do all kinds of work. 
There were then no railroads, steamboats or coaches. There w^ere few- 
schools and it \vas difficult to get an education. 



eluded not only the field workmen, but carpenters, black- 
smiths, masons, cobblers, and other classes of laborers needed 
in every village. 

This was necessary, since the plantations were far away 
from the centers of trade like Richmond, and mechanics could 
not well be brought so far to do the requiretl work. 

The roads were poor, and there were no railroads, steam- 
boats, or even stage coaches, to carry people from one place 
to another. The mail was sent on horseback to places away 
from the river, and arrived about once in two weeks. Each 
planter raised the things necessary for use on the plantation, 
and as much tobacco as he could cultivate ; for tobacco was 
always in demand by the traders and was the chief export. 

Many plantations bordered on the rivers, and trading was 
carried on in vessels that brought such supplies as the planters 
needed, and carried away the tobacco they raised. Most of 
the clothing worn on the plantations w^as made from cloth 
woven by women. But many planters ordered from England 
rich dresses for their wives and fine suits of clothes for them- 
selves. There were few books and fewer schools, but planters 
often hired tutors to live with them and teach the children, or, 
in some cases, sent their sons and daughters to England to be 
educated. 

On one of these plantations George Washington was born, 
and among such surroundings he grew up to manhood. It 
would be of great interest to read a true story of his boyhood, 
but the legends told about it only show that greatness tends 



114 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Washington's father died when George was eleven years old, 
but his mother reared him wisely. He was studious and fond of athletic 
sports. At fifteen he began to work as surveyor. 



to the growth of imaginative stories of tlie uiiknowu in the 
life of a hero. His father died before George was eleven years 
okl, and left him to the care of a mother peculiarly fitted to 
develop both the mind and the body of lier son. To him she 
devoted her life with a true mothers love, and the results 
prove the wonderful power, and far-reaching influence, such 
a mother has over her children. 

At school he studied arithmetic, geometry, and surveying, 
and applied his knowledge by helping surveyors Avith their 
work. He was fond of athletic sports and games, and grew 
to be a tall, muscular lad, who easily surpassed his asso- 
ciates. At one time he wanted to go to sea, and urged his 
mother so strongly that she almost gave her consent. But 
when he was nearly ready to go on board the ship, he saw 
that she could not bear to have him leave home, and cheer- 
fully gave u[) his own plans to please her. 

AVhen he was fifteen, George went to Mount Vernon to live 
with his half Ijrother Lawrence, who had married a relative 
of Lord Faii'fax. Fairfax owned a great deal of land in the 
unsettled country beyond the Blue Bidge Mountains, and 
wanted to have it surveyed. He employed George to do the 
work, and was so pleased with the result that he had AVashing- 
ton appointed public surveyor. 

The three years he spent in this work gave him experience, 
made him cool and self-reliant, and so developed his body 
that he was the strongest, sturdiest young man in Virginia. 

It was this young man whom Governor Dinwiddle selected 



GEORGE WASHINGTON. 



115 



LESSON. — This ■work developed both mind and body, and made him 
an intelligent, sturdy young man. Washington carried the Governor's 
letter to the French commander wrho refused to give up the territory. 



to be his messenger to the French. Washington accepted the 
dangerons mission, and, with a few companions led by a 
hunter named Christopher Gist, he started for the French forts. 

They went on and on through a wiklerness peopled with 
hostile Indians, until they had traversed almost the entire 
breadth of Eastern Virginia, over the Alleghany Mountains, 
through AVestern Maryland, and 
across Western Pennsylvania, 
to the northwestern corner. 

At last the fort was reached, 
and the letter was handed to 
the F'rench commander. He 
received Washington in a 
friendly manner, but, in reply 
to the letter, said that the coun- 
try belonged to the French and 
that they would stay there and 
defend it. 

With this reply, Washington 
and Gist started to return to 
Virginia. Soon their horses 
gave out and were left behind. 

Then the Indian guide proved Washington and the French General. 

treacherous and tried to kill AVashington. Fearing that the 
guide would bring other Indians to attack them, they hurried 
on all night and most of the next day, until they reached the 
Allegheny River. 




116 



HAZEN'S ELEMENTARY HISTORY. 



LESSON— Returning he overcame great dangers and brought the reply 

to the governor, -who, in the spring, sent him back -with a small force to 
protect the English settlers, but the French drove him a"way. 



It was full of floating ice, and, as they were crossing it on a 
i-aft, AVashington was thrown into the icy waters. But he 
was soon on the raft a^ain, and the two men floated to an 
island ^vhere, in fear of the Indians, they passed the cold \\inter 
night. In the morning, the river was frozen, and they pressed 
forward through snow and over mountains, until they reached 
the settlements and gave Governor Dinwiddie the letter. 

It was plain to the governor that a conflict was cei'tain, 
and, in the spring, he sent a small army with Washington sec- 
ond in command, into the disputed territory. But the French 
had driven out some traders and built Fort Duquesne, where 
Pittsburg now stands. 

As the English came near the fort, Washington Avas sent 
out with a few men to see what the French were doing. He 
was attacked at Great Meadows and defeated the French. 
The English commander died, and Washington took charge of 
the force. Knowing that the whole body of French and In- 
dians would soon attack them, Washington built a fort and 
waited for them. Although the Virginians fought bravely 
they were outnumbered and, when Washington found that the 
ammunition Avas giving out, he surrendered the fort and 
marched home again. 

England then thought it time to help the colonists, and, the 
next year, sent General Braddock with two regiments of 
regulars to fight the French, He was joined by about a 
thousand militia from Vir2:inia, Marvland, and New Yoi-k. 

Now General Braddock may have been a brave soldier, but 



GEORGE WASHINGTON. 117 

LESSON. — The next year, Gen. Braddock -with some regulars and Amer- 
ican militia, marched against the French. The army was ambushed, Brad- 
dock was killed, and the regulars fled. Washington protected their retreat. 



he certainly was a foolish leader. He was accustomed to fight- 
ing in regular order, and did not understand the way a battle 
was carried on in the woods. Being very stubborn, he refused 
to listen to the advice of those who knew more than he did, 
but set out in grand style, with drums beating and flags fly- 
ing, to capture Fort Duquesne. 

Fortunately for the army, Braddock had given Colonel 
Washington a position on his staff. The troops went on with- 
out much trouble until they were near the fort. Then, as they 
were marching through a ravine, the French and Indians 
poured in a deadly fire from their hiding places among the 
rocks and trees, and the regulars, unable to reply, finally broke 
and ran away. 

Braddock fell mortally wounded, and with the frightful war- 
whoop the Indians rushed after the English to complete their 
destruction. But Washington and the brave colonials took 
up the fight. Posting themselves behind the trees and rocks, 
they gave bullet for bullet and protected the rear of the retreat- 
ing army._ 

This gave Washington a high reputation, and made him 
known all over the colonies as the man who saved Braddock's 
army from complete destruction. 

This was the real beginning of the French and Indian war. 
At first the French gained several victories, but, at the end 
of two years, the English had captured Louisburg, Ticon- 
deroga. Crown Point, and Fort Duquesne, and had driven the 
French out of the colonies into Canada. 



118 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. The war had begun. The French, at first, -were victorious 
but at the end of two years -were driven back into Canada, and, in 1759, 
General Wolfe was sent to capture Quebec. 

At that time, Quebec was the strongest city in America, and 
was the key to Canada. It was ])uilt on a higli bluff, protected 
on three side&by water, Avhile the fourth side was an almost 
inaccessible precipice. In tlie summer of 1759, General AVolfe, 
with eight thousand British soldiers, was sent to capture this 
strong city. He besieged the place for some time with no 




Old (Quebec. 

prospect of success, l)ut, at last, finding a narrow i)ath leading 
to the lieights that overlooked the city, AVoIfe led his army 
by night up to the Plains of Abraham. 

When morning came and the Marcpiis Montcalm, who com- 
manded the French, saw the British in line of battle l)efore 
tlie city, he (piickly led his army out of Quebec and attacked 
the enemy. For a time the result was doubtful, but British 



THE CAPTURE OF QUEBEC. 



119 



LESSON.— The city was taken but Wolfe and Montcalm, the French 
commander, were killed. In 1760, the army at Montreal surrendered, 
and in 1763, France gave up all claims to territory on the mainland. 




valor and discipline finally prevailed. As Wolfe fell mortally 
wounded, he beard the soldiers near him shouting, " They 
fly, they fly!" "Who fly?'' asked the 
dying hero. " The French," was the reply. 
"Then," said he, " I die contented." 

The French retreated into Quebec, carry- 
ing with them their brave commander, who 
was also wounded unto death. When told 
that he had only a few hours to live, he said, 
"So much the better. I shall not live to General Wolfe, 
see the surrender of Quebec." Five days later the city sur- 
rendered, and, in the following year, the 
whole French army at Montreal were made 
prisoners of war. 

In 1763, a treaty was signed at Paris. 
France gave up to England all her posses- 
sions east of the Mississippi, except two fish- 
ing stations near Newfoundland, and ceded 
to Spain her lands west of the Mississippi. 
Spain yielded Florida, and Louisiana east 
of that river, to England. This ended all claims of the 
French to our territory. 

3. LIFE IN THE COLONIES BEFORE THE REVOLUTION. 

When people move from one place to another, they carry 
with them their old customs, habits, and beliefs, and this was 
true of the colonies in America. The State and Church were 




Marquis de Mont- 
calm. 



120 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — The colonists retained their old customs and beliefs and ex- 
pected all to conform to them. In most colonies only church members 
could vote. The la'ws -were severe, and cruel punishments -were inflicted. 



united ill England, and it was generally Ijelieved that the State 
ought to govern, even in little things, almost every act of its 
citizens. 

In religious matters, but little difference of opinion was al- 
lowed in most of the colonies, and the Sunday laws were very 
strict, while quite generally only church members were per- 
mitted to vote. 

Laws in regard to religious observances and morals \vere 
severe in nearly all the colonies. Drunkenness was punished 
by the pillory or the stocks ; by branding the hand ; by 
flogging ; by boring the tongue, and by many such punish- 
ments. Some crimes were punished by making the criminal 
wear on his breast a letter showino; the crime. A woman scold 
was tied to the ducking-stool, which was a seat fastened to the 
end of a long plank extending over the water in such a way 
that the scold could be dipped in the water, until she was sup- 
posed to be cured of her desire to put her tongue to a wrong use. 

_ At first all monev used 

. ': ■ mil '^ 






)xj^ 



The Pine-tree Shilling. 



came from England, and 
there was very little of it 
in America. After a while 
the colonies began to coin 
money of their own. There 
was not much need of it, as 
trade Avas carried on chiefly 



by exchanging one thing for another. Different industries 
flourished in the various colonies. Thus rice and tobacco be- 



LIFE IN THE COLONIES. 123 

LESSON. — Trade -was chiefly by barter. Each section had its special 
industry. The roads -were bad. Transportation by water -was the best. 
There were few mail-routes. In the South people lived on plantations. 



came staples in the south ; trade with the Indians for furs 
was the leading industry in Manhattan ; while New England 
began to build ships to go far north for whales, on the banks 
near Newfoundland for codfish and mackerel, and along the 
coast, to the AYest Indies, and to England, to cany on the 
trade between those places and the colonies. 

In those days people traveled by water as much as possible, 
since that was the safest and quickest way. In the villages 
there were passable streets, but the roads between the settle- 
ments were very bad, and this was a long time before rail- 
roads were thou2:ht of. Before the Kevolution some stao-e- 
coach routes were established, but it took, even then, more 
than a week to go from Boston to New York, and the roads 
there were among the best in the country. A few mail-routes 
were started, and in 1775 a mail-coach ran once a week be- 
tween Boston and Philadelphia ; but in most of the country, 
letters had to be sent by travelers or by private messengers. 

Life was also quite different in the various colonies. In the 
South, the planters lived on their great plantations, surrounded 
by their slaves and white servants, with but little knowledge 
of the outside world. They were so far from one another 
that their amusements and social privileges were limited. 
Horse-racing, cock-fighting, and fox-hunting were the principal 
sports. Their houses "were of wood, often with stone or brick 
chimneys outside of the house, and with long sloping roofs. 
The rooms were large and comfortable, and sometimes were 
supplied with furniture brought from England. 



124 IIAZEN'S ELEMENTARY HISTORY. 

LESSON.— The PeniLsylvania settlers had large, fertile farms and better 
schools. The Dutch in New York, were traders, patroons, and farmers. 
The New^ England settlers lived simple lives and promoted education. 



In Peiiiisylvauia, the plantations of the South became large 
and fertile farms, covered with wheat, corn, hay, and vegetal)les. 
Here ^vel■e better roads and better schools than in the South, 
and social pleasures were more common. Penn.sylvania settlers 
Avere mostly Germans and Friends, ])oth industrious, honest, 
and tliiifty people, who add to the prosperity of a colony. 

Further north, the Dutch of New York formed a community 
by themselves, divided into three classes. There were the 
traders whose homes were mostly in Manhattan, whose houses 
inside and out were modeled after those in Amsterdam, and 
whose lives were divided between trade and amusements. 
They enjo}'ed many games, but bowling was a favorite sport. 

Then came the small farmer, who lived on his farm in a 
clean little house, kept as a model home by the thrifty wife ; 
while the patroons in their t>iie houses on their great farms, 
lived more like the southern planter, and looked down on the 
tradesman and workman. 

In New England the people lived simple, quiet lives, refused 
to adopt the amusements of more worldly people, and devoted 
their time and energy to the development of the colony and 
the education of the children. 

The chief amusements were playing ball,(piilting-bees, corn- 
huskings, apple-paring parties, house and barn raisings, town- 
meetings, and training days, when the local militia were tirilled. 

There were some elegant houses in Boston and Salem, filled 
with ornaments from foreign lands, with inlaid walls and costly 
floors, and all the adoi'iiings wealth could give. But most of 



LIFE IN THE COLONIES. 127 

LESSON.— Most houses -were plain. The kitchen was the living room. 
Cooking w^as done in the great fireplace. The common ware w^as made of 
w^ood, tin, or pewter, but some families had china and silver sets. 



the houses were plain, wooden structures, with two or three 
rooms on the lower floor, and, perhaps, the same on the floor 
above. The kitchen was the livins; room. It was laro;e and 
served for kitchen, dining-room, sitting-room, and, often, for 
bedroom. 

The chief features of this room were its immense fireplace, 
and the ceiling ^vith bare beams, on which hung ears of corn, 
pumpkins, herbs, and many such things, for which no other 
place could be found. The walls were whitewashed in ordi- 
nary houses, and papered or painted in more elegant dwellings. 
Generally the cooking was done in the great fireplace. 

Iron cranes were fastened in the chimney, and from them 
hooks were suspended to hold the pots and kettles in which 
boiling and stewing were done. The roasting was carried on 
in the ashes or on spits, while the great tin box, called the 
Dutch oven, was used for baking bread, pies, and cakes. Be- 
sides this, in many houses, great ovens were built in the 
chimneys and used when there was much baking to be done. 

The " best room " was a sort of parlor, and was opened only 
on Sunday and on great occasions. It was commonly used as 
a store-house for the whole family. Sunday clothes hung on 
the walls, the cupboard held such china or silver as the family 
possessed, and generally a few books were placed in some posi- 
tion where they would attract attention. 

The ware in common use was made of wood, tin or pe\vter, 
in all the colonies, but some wealthy families had also china 
and silver sets for their tables. 



128 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — Pine knots and candles furnished light. Balls and concerts 
vrere forbidden. Everybody had to go to church. Most clothing ^vaa 
home-made. New England had the best schools, the Primer and the Bible 
•were the text-books. 

In the earlier settlements, pine knots and candles furnished 
all the light, but, later, whale oil used in lamps seemed to the 
colonists to be the best lii^ht that could ever be invented. 

Balls, concerts, and similar entertainments, ^vhich were 
allowed in the other colonies, were prohibited in Massachusetts. 
Everybody was obliged to go to church on Sunday, and to 
keep awake too, for an officer was always watching for sleepy 
ones, and gave them no peace. The children were seated 

together where they could be easily 
taken care of, while the men sat in 
one part of the church, and the 
women in another. In winter the 
churches Avere very cold. It was 
not thought right to warm them, 
and no musical instruments were 
used w itli the singing. 

The spinning-wheel and reel were 
found in all the colonies, for Jiome- 
spun linen was tlie pride of the 
good wives, and they had also to 
weave woolen cloth for the men. 
In her schools. New England sur- 
passed the other colonies. We should not think much of tlie 
little log huts, with low benches and no desks or books, ex- 
cepting the New England Primer and the Bible. But they 
served their purpose well, and many noble men and women 
began their education in these schools. 




Spiuning-Wheel. 



LIFE IN THE COLONIES. 



129 



LESSON.— The master "set" copies for writing and examples in arith- 
metic. Higher schools ^vere soon established. Harvard College was 
founded in 1636, and Yale, in 1701. 



You wonder how the children learned writing and arith- 
metic without books. Well, the master set copies for them 
to write, and examples in arithmetic to be worked out. The 
pupils got very little help in their studies, but had to have 




A Colonial School. 

their own work done at the right time or there was troul)le in 
store for them. 

As the colony increased in wealth, its schools 'were improved 
and higher schools established, until, in 1636, Harvard College 
was founded, and Yale followed in 1701. 

The minister and schoolmaster were the great men in every 
9 



130 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — The minister and the schoolmaster were the great men. A 
newspaper was issued in 1704. There w^ere newspapers in each colony 
before the Revolution. All the colonies w^ere ready to fight for liberty. 



village. Their opinions were taken, their advice sought for, 
and they often settled dis[)iites among neighbors, which, in 
our day, would be taken to court. 

The first newspaper in the colonies was the Boston News 
Letter^ which was established in 17(.»4. A single issue of a 
monthly was put out in 1690, but it was stopped by the 
authorities. The News Letter was a weekly printed on a 
sheet of foolscap. Before the Revolution each colony had its 
little paper which helped to form pul)lic opinion. 

You remember that the early settlers in the various colonies 
were quite unlike in their habits and customs, and, indeed, 
came to this country for different reasons. The Puritans and 
Pilgrims of New England, the Catholics of Maryland, and the 
Friends of Pennsylvania, sought freedom from persecution in 
a land where they could enjoy their religious opinions. The 
Dutch in Manhattan were traders; the Swedes and Germans 
of New Jersey, Delaware, and Pennsylvania \vere home- 
seekers ; the hope of gain brought venturesome spirits to Vir- 
ginia ; while Georgia was first settled by poor debtors. 

Now, while these colonies were (piite ditt'erent in many 
things, they were all alike in one thing. They loved liberty, 
they hated tyranny, and they were ready to fight rather than 
to suifer injustice. 

And so out of the strange ways of living, and the odd 
customs of the olden time, have come a people worthy of their 
ancestors, proud of their origin, and known in every land as a 
free nation. 



PART V. 

THE EEYOLUTION (1775-1783). 

1. CAUSES OF THE REVOLUTION. 

LESSON. — There -were about t-wo million people in the thirteen colonies 
•when the French and Indian w^ar ended. England -wanted the colonies to 
pay her expenses in that -war. She had previously treated them unjustly. 



At the close of the French and Indian war, there were 
thirteen colonies with a population of about two million people. 
To carry on this war successfully they had spent nearly 
^15,000,000 and had lost thirty thousand men. It was only 
through the help of the colonies that England had driven 
France from this continent. 

But England had also spent much money and lost many 
lives in this contest. She claimed, therefore, that as this was 
done to benefit the colonies, they should in some way pay the 
expenses of the war, and help England to reduce the large debt 
which she owed. 

The colonists were generally loyal to the mother country, 
although they had suffered from many unjust laws. More 
than a century before the Revolution, she began to make laws 
intended to keep the colonies dependent on England. 

One law declared that all commerce should be carried on in 

English-built ships, and another, that the colonies must trade 

only with Great Britain. They must not sell their tobacco or 

furs or other products, to France or Spain, or to any other 

countrv but England. They must not buy their tea or their 

131 



132 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — English laws forbade the colonies to trade with other nations 
and to manufacture many things. Kings then claimed " Divine right " to 
rule. The colonists w^anted to govern thenaselves. 



cloth, or anything else they needed, from China or France, but 
must buy all these things from British merchants or go 
without them. 

Then the colonists had begun to manufacture some things 
here, and England thought that should be sto2)[)ed. So she 
passed a huv that people might raise wool, but must not w'eave 
it into cloth. They might dig iron from the gi^und, l)ut must 
not make it into knives and plows, or into other things that 
they needed. 

In the countries of Europe, colonies were thought to belong 
to the crown, and to exist chiefly for the good of the mother 
country. The king or queen of these countries was said to 
have a ''Divine right" to rule the people, who liad T)ut little 
share in their own government. 

But the colonists had ])een obliged to govern themselves, 
and had learned that the less England interfered with them 
the better oft' they were. And yet they could not quite give 
up their love for the crown and their reverence for the king. 

This had led them, though often complaining, to put up 
with unjust laws. But George III., who was then king of 
England, thought they were too independent, and so had laws 
made that opened the eyes of the colonists to see their rights, 
and made them ready to light, and even to die rather than 
give up. Then the several wars in which they had been en- 
gaged, brought men from the various colonies together, and 
showed them that they could fight as well as any soldiei'S, 
even if they lacked the discipline of the regulars. 



CAUSES OF THE REVOLUTION. 



133 



LESSON. — England became more tyrannical in her attempts to tax the 
colonists. The Stamp Tax (1765) roused the Americans to open resist- 
ance. They -would neither use the stamps nor allow them to be sold. 



Although the Americans felt the injustice of many laws, 
they did not dispute the right of England to regulate com- 
merce ; still there was a growing feeling among the people 
that the law^s were getting worse and worse, and that soon 
they would not be obeyed. 

When, in 1765, Parliament passed the Stamp Act, which 
required all newspapers, advertisements, marriage certificates, 
and all legal papers, to have a stamp, for which from two pence 
to sixty dollars must be paid to the British Government, the 



^'^Ei^/e, 





one 

Penny] 



British Stamps. 

colonists would neither use the stamps, nor allow anyone to 
keep them for sale. 

When the stamps reached Boston, they were torn to pieces 
by the angry citizens and burned ; in New York, ten boxes 
were destroyed and the rest sent back to England ; in Con- 
necticut, the stamp officer fled for his life, and in other 
colonies similar things happened. 

On November 1, the day on which the act was to take effect, 



134 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— England yielded but still claimed the right to tax the colo- 
nists. They denied this claim and refused to buy taxed articles. Gen- 
eral Gage and some soldiers were sent to Boston to punish the rebels. 




the flags were placed at half-mast, the bells were tolled, and 
the importers in the large cities agreed to 
buy no more English goods until the Stamp 
Act was repealed. England was alarmed, 
and the Act was repealed, but to show 
that she still claimed the right to tax the 
pS^ colonies, she laid taxes on tea, glass, paper, 
'^/^ and a few other common articles. 

Each act of England had forced this point 
openly on the colonies. She claimed the 
right to govern them as she pleased, and to tax them without 
their consent. They said that, as they had no one to rep- 
resent them in Parliament, that body had no right to tax 
them one cent. '' No taxation without re[)resentation " was 
the cry in every colony. 

The Americans therefore said they would pay no taxes laid 
by England, and refused to buy the articles on which the 
taxes were laid. England called them rebels, and sent Gen- 
eral Gaire with two rei^iments of ''redcoats" to Boston, where 
the people w^re forced to receive them into their homes and 
take care of them. 

The citizens of Boston treated the soldiers as enemies. They 
were insulted on the streets, and Samuel Adams said they 
ought to be killed. 

On the morning of March 5, 1770, a boy shouted after an 
officer across the street. A s(jldier struck the lad with his 
musket. A crowd (juickly gathered and threatened the sol- 



THE BOSTON MASSACRE. -^o^ 

LESSON.— Their presence in Boston led to a riot. They fired on the 
people, killed two and wounded nine others. The "Boston Massacre" 
greatly excited the colonists. 



dier, wlio was joined by six comrades and an officer. The 
bells began to ring, and people ran from all directions to the 
spot. Six more soldiers joined tlieir com[)anions and they 
began to retreat. 

The citizens pressed upon them and dared the soldiers to 
shoot. At last some one struck a soldier, who raised his srun 




Tlie Boston Tea Party. 

and fired. His comrades did the same, and as the flashes of 
their guns lit up the gathering darkness, eleven men fell and 
their blood stained the snow around them. Samuel Gray, a 
mulatto named Crispiis Attucks, and an unknown white man, 
were killed, and two of the wounded soon died. 

The news of the " Boston Massacre " caused great excitement 



136 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. —England repealed all taxes except that on tea. Ships loaded 
with tea were sent here. The " Boston Tea Party " threw^ into the harbor 
the tea sent to Boston. None w^as sold at Charleston, Philadelphia, or 
New York. 

throughout tlie colonies. Ou the very day it occurred, Eng- 
land took off all taxes except that on tea, and made this so 
v^ery small that tea could be sold cheaper here than in England. 
But the Americans said, " AVe will not import any tea nor 
buy any wliile it is taxed." Tlie India Tea Company of 
London sent some ships loaded Avith tea to Boston, New 
York, Pliiladel[)hia, and Cliarleston. 

When the vessels reached Boston, a guard was sent to pre- 
vent the landing of any of the cargo, and they ^vere ordered 
back to England. But the British officers 
refused to let them go out of the harbor. 

Then the citizens consulted together as to 
what they ought to do, and they made up 
their minds to give a famous tea party. So 
on the night of November IG, 1773, a body 
of men dressed like Indians, went on board 
the vessels and threw three hundred and forty 
chests of tea into the harbor. Then, the Boston 
"•Tea Party " being over, they retui'iied (piietly to their homes. 
At Charleston the tea was taken on shore and stored in 
damp cellar.s, where it quickly spoiled. At New York and 
Philadelphia the captains were not permitted to unload a 
single chest, and all tliat tea was carried back to England. 

When the king heard about the " Tea Party " he was very 
angry, and determined to force the colonies to obey his laws. 
Since Massachusetts seemed to have been the most rebellious, 
Parliament beij^an l)v puni^iliinLC her. General Gatje was made 




I'at rick Ilcnrv. 



THE WAR AND ITS HEROES. 



137 



LESSON. — England punished Boston by declaring that town should not 
be a port of entry until it yielded, and also took aw^ay the colony's charter. 
This caused much suffering, but other colonies aided her. 



governor of that colony, and no vessel was allowed to load or 
unload at any wharf in Boston until the town should submit 
and pay for the tea it had destroyed. 

Then, on May 20, 1774, Parliament 
took away the charter of Massachu- 
setts, ordered General Gage to send 
.persons who resisted the royal offi- 
cers, to England for trial, and gave 
the government the right to compel 
the people to board and lodge British 
soldiers in their homes. 

Soon Boston began to suffer be- 
cause her port was closed, but the 
other colonies made her cause their 
own. Money and provisions were 
freely sent to her from all over the 
country, and thus the colonies were 
drawn closer together by a common 
bond. 

2. THE WAR AND ITS HEROES. 

This led to an assembly of the 
leading men of all the colonies except 
Georgia, in Philadelphia, on Septem- 
ber 5, 1774. This assembly was called the Continental Con- 
gress, and contained such men as George Washington, Samuel 
and John Adams, John Jay, John Rutledge, and Patrick Henry. 




The Old North Church. 



138 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— The Coiitiuental Congress at Philadelphia (1774i supported 
Massachusetts and declared non-intercourse with England. The people 
prepared for war. Gage fortified Boston Neck, and sent soldiers to Con- 
cord to seize supplies. 

Congress prepared an address to the king, voted tliat all the 
colonies slionld support ^lassachiisetts in opposing the forces 
of England, and agreed neither to buy from nor sell to Eng- 
land, until she treated the colonies fairly. 

Companies of "minute-men " were formed in New Enofland 
while the "regulars" in the Carolinas, in Georgia, and in 
other States defied their British i^overnors. Old flintlocks 
were cleaned and oiled and made ready for use. 

But the British government Avas only 
the more determined to force the colonies 
to submit. ]\Ioie British troops were sent 
to General Gage, Avho fortified Boston Neck 
and began to seize military sup[)lies wher- 
ever he coidd find them. 

A great deal of ammunition had been 
carried out of Boston, so that General 
Gage could not get it, and had been hidden 
at Concord, about twenty miles away. General Gage heard 
of this, and arranged to send out a force secretly to seize it. 
But the Americans found out his plan, and, when the British 
started, a lantern was hung from the tower of Old North 
Clnircli in IJoston as a signal to the patriots across the i-iver. 
Among the watchers there was Paid Revere, who, when the 
bright light streamed out in the darkness, rode off to Concord, 
rousing the minute-men on his way. 

The citizens did not Avait for orders, but, hastily dressing, 
seized their old Hi 11 1 locks, powder horns, and bullet pouches, 




DEFEAT OF THE BRITISH. 



Ul 



LESSON.— Paul Revere gave warning of the raid. When the British 
reached Lexington, a small force of patriots had gathered on the Com- 
mon. The soldiers fired on them and killed several. 



and ran towards Lexington Common, where soon o\^er a hun- 
dred men were gathered under the command of John Parker. 
" Load with powder and ball, boys," said he, " but wait for 
the British to fire first." 

It was beginning to grow light as Major Pitcairn Avith his 
force came marching up the road to the Common. When he 
saw the Americans, he rode towai'ds them and cried out, 







The Barret House, where the Stores were Concealed. 

" Disperse, ye rebels, disperse ! " As the patriots did not 
obey him, the British began to fire on them, and several Amer- 
icans were killed. The " rebels " returned the fire and fought 
as well as they could, but, just then, the rest of the British 
troops came up, and the Americans scattered. 

The redcoats hurried on to Concord, and began to destroy 
such stores as they could find. But, meanwhile, the minute- 



142 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— Then the "redcoats" hurried to Concord. The farmers at- 
tacked them and drove them back to Boston in great disorder. The 
battles of Lexington and Concord, April 19, 1775, began the war. 



men were i'a[)i(lly o-athering around tlieni, and tlie soldiers 
])eo'an to retreat. The niinute-nien followed, fisj^litinf; in In- 
dian style from beliind fences, trees, and hiiildings, loading 
and firing as fast as they could. The Bi'itish retreat soon 
changed to flight, and, in confusion, they hun-ied along the 
road towards Boston. The re52:ular British infantry had been 
beaten by farmers and driven back in great disorder. 

At this time, a laro-e l)odv of soldiers sent from Boston to 
protect the retreat, arrived with artillery. These checked the 

Americans at fii'st, but 
soon they returned to 
the attack, and every 
stone wall and tree 
seemed aflame, as the 
bullets were poured 
into the British ranks. 
Just at dai'k, the 




•jT*".NO v:)lji\ CUO'.INO.. 
Rljr It-, THfYi'lf.KM TO'HAV/f A." Wft\: 

i-tr MT i">f gmm. hiTi'.c. 



J^dM^jM^f^:hsM:-'(<y ^■^i^s^^P'^^^ - 




stone at Lexington, Marking the Line of the 

Minute-men. ^^^^^^, „j^^]titude on 

Beacon Hill saw the British troops retreating towards the city, 
pursued by the '•' embattled farmers," who followed them 
until they were safe under the protection of their artillery and 
of their men-of-war in the harbor. 

The battles of Lexington and Concord were fought on 
April 19, 1775. From that date peace was no longer possible. 
The war had begun. 

Messengers were sent with the news to the brave men wait- 
ing the call in the other colonies. The story spread like a flame 



CAPTURE OF TICONDEROGA. 



145 



LESSON.— The whole country was ready to stand by Massachusetts. 
Militia hurried from every quarter, to Cambridge. 



of fire, and found the whole country, from Maine to Geortna, 
ready for war. 

On his farm in Connecticut, Israel Putnam was building a 
stone wall. He heard the news, mounted his horse, and rode 
straight to Boston, followed by Benedict Arnold with the 
Connecticut militia. 

Nathaniel Greene, the " fighting Quaker," led the Continentals 
from Rhode Island : John Stark was at the head of the New 
Hampshire volunteers, and Colonel Ethan Allen brought the 










\, V. 



Graves uf British Soldieis. 

"Green Mountain Boys" from Vermont, ready to do their 

share of fighting. 

The Americans began the war in earnest. On May lU, 

Colonel Ethan Allen and Benedict Arnold, with the Vermont 

and New Hampshire troops, surprised and captured Ticon- 

deroga, a strong fortress containing one hundred and tAv^enty 

cannon. 

Followed by his little force, Allen rushed through the 
10 



un 



IIAZEN'S ELEMENTARY HISTORY. 




General Nathaniel 
Greene. 



LESSON.— On May 10, Ethan Allen w^ith some militia captured Ticon- 
deroga. Two days later. Crown Point w^as taken. The Second Continental 
Congress, Philadelphia, May 10, 1775, declared w^ar and voted to raise an 
army. 

gate and Avas led to the commander, "wlio was in Ijed, Allen 
demanded the surrender of the place. " By whose authority ? " 
asked the astonished officer, wlio had not 
heard of Lexington and Concord. " In the 
name of the great Jehovah and the Con- 
tinental Congress," thundered Allen. Tlie 
officer surrendered, and the prisoners, can- 
non, and supplies were sent to Hartford. 
Two days later Crown Point was captured. 
On the same day that Ticonderoga fell 
(May 10, 1775), the second Continental 
Congress met in Philadelphia. It sent word to the king that 
the colonies chose war rather than slavery, and voted to raise 
an army of twenty thousand men, including the minute-men 
then gathered around Boston. 

John Adams told Congress that 
they must have, to lead this army, a 
general so honest that everybody would 
trust hi HI. so skilful that he could fifjht 
successfully against the best British 
commanders, and so able that the 
people would know he was doing all 
that any one could do. 

"I nominate," said he, '"George 
Wash iiiijf ton, of Virginia, as Commander-in-chief of the Amer- 
ican armies." 

This took Washington by surprise, and, greatly troubled, he 




Ethan Allen. 



GEORGE WASHINGTON. 



147 



LESSON.— George Washington -was chosen Commander-in-chief. He 
accepted and went to Cambridge. Gage had about ten thousand soldiers. 
He offered pardon to all rebels except Samuel Adams and John Hancock. 




left the room. He finally accepted the office, saying : " I will 
do my best," but he refused to take pay for his services. 

At this time, Washington was forty- 
three years old and in the prime of life. 
His reputation as a military commander 
had been spread over the colonies, and 
he hjid impressed the delegates to the 
first Congress as being a man of good 
common sense and of sterling character. 
AVith characteristic promptness, AVasli- 
ington set out at once for Cambridge 
to take charge of the forces there. 

Meanwhile General Gage had been joined by Generals 
Howe, Clinton, and Burgoyne, who had brought more soldiers 
with them, so that there w^ere about ten thousand British 
troops in Boston. Gage thought that the 
Americans would be afraid of so many 
soldiers, and would disperse to their homes 
as soon as they could. So he sent word to 
them that, if they would go home and not 
fight any more, he would pardon all of 
them excepting Samuel Adams and John 
Hancock. But they took no notice of his 
offer. 

A " Committee of Safety " directed the movements of the 
Americans. This committee, hearing that Gage was going to 
fortify Bunker Hill in Charlestown, ordered General Artemas 




John Hancock. 



u,s 



HAZENS ELEMENTARY HISTORY. 



LESSON.— Blinker Hill overlooked Boston. Colonel Prescott fortified 
it on the night of June 16. On the 17th, General Howe, with three thou- 
sand regulars w^as sent to capture the fortifications. 



AViird to seize that elevation. So, at dark, on the niulit of 
June 16, Colonel Prescott with a body of men went to Charle.s- 
town and began to fortify that part of the heights that was 
later called Breed's Hill. All niglit the men worked hard, 
and, in the morning. General Gage was astonished to see the 
Americans on tlie vei'v hill lie \\'anted. 




Some work had also been done unch'r General Putnanrs or- 
ders, on Bunker Hill. These heights overlooked Boston, and 
Gasce knew he must take them or the Americans would drive 
him from the city. Early in the morning, he sent General 



BUNKER HILL. 



140 



LESSON. — T\vice the "embattled farmers" drove the "redcoats" back 
in confusion. Then, being w^ithout ammunition, they had to retreat. The 
British lost over one thousand men ; the patriots, less than five hundred. 

Howe with three thousand soldiers to capture the fortifica- 
tions. The roofs of the lioiises in Boston were covered with 
people who watched the fight. The shells from the British 
"fleet set Charlestown on fire, and their cannon l)alls were fall- 
ing around the Americans on Breed's Hill as the " redcoats " 
marched against them to the music of fife and drum. 

"Don't fire, boys," said Prescott, " till you see the whites of 
their eyes," and the Americans waited patiently, while the 
British came nearer and nearer, thinking that the "rebels could 
dig, but \V'Ouldn't fight." 

Suddenly Prescott gave the order to fire, and the old flint- 
locks poured volley after volley into the 
British ranks. The " redcoats " hesitated, 
stopped, and then in disorder ran do^vll 
the hill. A second time the soldiers ad- 
vanced to the attack, and again they fled 
to their boats. But the Americans had 
used up their ammunition, and when the 
British once more marched up the hill, 
they were met by only a few scattering GeneraiJosephWanen. 
shots. The patriots unwillingly retreated, using their muskets 
as clubs and fighting as they went. They had killed more 
than a thousand '' redcoats " with a loss of less than half that 
number, but among their slain was the gallant General Warren. 
The battle of Bunker Hill was over, the Americans were 
driven back, but had won a great victory. Twice they had 
forced the British regulars to run with great loss. 




150 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. "Washington soon drilled his little army. Each colony had its 
own flag. " Old Glory " became the national flag in July, 1777. In March, 
1776, "Washington fortified Dorchester Heights and the British left Boston. 



AVashiiigton, on liis Avay to Cambridge, heard the news of 
the battle. " Now," said he, "the liberties of the country are 
safe." Jle reached Cambrido-e and took command of the Con- 
tinental army on July 3, 1775. 

AVashington found a force of intelligent jiatriots waiting for 

him, l)ut they were without uni- 
forms, unaccustomed to discipline, 
and unwilling to obey the rules 
necessary in an army. He soon 
showed them the need of drill 
and obedience, and rapidly 
brought them into good form. 

At that time there was no " Old 
Glory" for the soldiers to follow. 
Each colony had its flag under 
which the troops fouglit, and it 
\vas not till July, 1777, that Con- 
gress adopted the Stars and Stripes 
as the national flag. 

While Washino-ton was drilling: 
his army, he was also studying how 
lie could best drive the British 
from Boston. South of Boston 
was a little hill called Dorchester Heights, which overlooked 
the city. In ]\[arch, 1776, Washington seized and fortified 
this place, and the British army was forced to abandon 
Boston. 




Wliere Betsey Ross Made 
"Old Glory." 



WASHINGTON OUTGENERALS CORNWALLIS. 151 

LESSON. — Washington then led a part of his army to New^ York. Howe 
attacked him with 30,000 soldiers. Washington retired towards Phila- 
delphia. Cornw^allis pursued him. Both armies w^ent into w^inter quarters. 



Wasliiiigton, thinking that Howe would go to New York, 
marched a part of his army there, leaving in Boston enough 
to defend it, should Howe return to that city. 

In June, General Howe landed an army on Staten Island, 
and was soon reinforced by his brother. Admiral Howe. Be- 
fore attacking New York, the British offered pardon to all 
who would yield to them, and even tried to get Washington 
to accept terms of surrender. 

The British army numbered about thirty thousand troops, 
while AVashington had less than ten 
thousand with which to fight them. In 
August, the British crossed over to Long 
Island and attacked the Americans, but 
Washington secretly brought most of 
his army across the river to New York. 

Howe came to New York, and, after 
a few battles, AVashington retreated 

towards Philadelphia, followed by Lord General William Howe. 

Cornwallis. When WashiuQ-ton crossed the Delaware River 
near Trenton, Cornwallis went into winter quarters at Trenton, 
Princeton, Brunswick, and other smaller places. The Conti- 
nental ai-my was in a wretched condition. Their clothing was 
in rags, and many, without shoes, left bloody footprints on 
the icy roads. Washington saw that the dispersion of the 

Note.— To gain information of the enemy's plans, Natlian Hale, a Yale grad- 
uate, went into the British lines. He was taken and lianged as a spy. On the 
gallows he exclaimed : "I regret only that I have but one life to lose for my 
countiy." 




152 HAZEN'S ELEMENTARY HISTORY. 

LESSON. On Christmas Eve, 1776, Washington led 2400 Continentals 
across the Delaware, surprised the British and took 1000 prisoners. A few 
days later, he captured Princeton, and soon regained most of New^ Jersey. 



British into sev^eml tt)\viis gave him the opportunity he longed 
for. 

Oil Christmas Eve, 1776, the Hessians at Trenton were en- 
ioyinu: themselves. It was a stormv iiiii'ht ami thev had no 
thought of danger. While Colonel Rail, their commander, 
was havinfj a o-ame of cards, a servant handed him a letter, 
which he dropped in his pocket and forgot. 

In the dark, stormy night, Washington, with twenty-four 
hundred Continentals, crossed the icy river, surpi'ised the Hes- 
sians, and took a thousand pi'isoners. When Colonel Rail, 
who was mortally Nvounded, read his letter, he found it was a 
warning of the attack. 

A few tlays later, Washington again crossed into New Jersey 
with about six thousand men, and Cornwallis led his whole 
army from Princeton to attack him. 

"Now," said Cornwallis as he encaiu[)cd opposite tlie Amer- 
icans, "I'll bag the fox in the morning."" Uut Washington, 
leaving his camp-fires burning to deceive the enemy, marched 
durimr the niu'lit to Princeton, and the boom of cannon fi'om 
the north first told Cornwallis that he was again outgeneraled. 

AVashington captured Princeton, killed about one hundred 
Biitish, took three hundred prisoners with considerable am- 
munition and su[)[)lies, and was away again before C'ornwallis 
could follow him. Washino;ton then retired to Morristown, 
but kept making unexpected attacks upon the British, and 
regained nearly all of New Jersey for the Americans. 

In May, General Howe went to Brunswick with a large 






/ .-.v^^iiRii))!' 





THE ARMY AT VALLEY FORGE. 



155 



LESSON.— In the summer, Howe sent an army from New York and 
captured Philadelphia. The patriot army suffered terribly during the next 
winter at Valley Forge. Lee asked Congress to declare our independence. 



Washino-ton 



was 



array to capture Philadelphia, Fiiidiug 
watching him he returned to New York, and sent an army by 
sea to Chesapeake Bay, where it went on shore and marched 
toM^ards Philadelphia. 

Washington ^vas defeated in his attempt to save the city, 
which the British took on September 27. Congress then went 
to York, and Washington took his ragged army into winter 
quarters at Valley 




Forge. The ter- 
rible sufferings of 
the patriot army 
durino; that lons^, 
cold winter can 
never be fully ap- 
preciated. But 
they bore it like 
heroes as they 
were, and in the 

Sprino" were ready Washington's Headquarters (Valley Forge). 

again to follow Washington against their country's foes. 

In the meantime. Congress had concluded that some state- 
ment should be made of the position taken by the colonies in 
regard to England, and early in June, 1776, Richard Henry 
Lee, of Virginia, asked Congress to declare " that these united 
colonies are, and of right ought to be, free and independent 
States." Before acting, the representatives waited to hear 
from their respective colonies, all of which, except Georgia, 



:^^/yr.' 



156 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— On July 4, 1776, Congress adopted the Declaration of Inde- 
pendence. It was signed by every member present except one. 



were found, before tlie end of June, to favor a complete 
separation from England. 

On July 4, 177(3, Congress adopted the Declaration of In- 
dependence, as written by Jefferson, with only a few slight 
changes, and it was signed by eveiy member present except 
Dickinson, with a full knowledge that should the colonies be 
defeated, their lives would pay the penalty of their action. 
When tlie people of Philadelphia heard, that a vote was to 

l)t' taken in Congress on the 
Declaration of Independence, 
they crowded round the old 
State IIouse,wondering, hoping, 
fearing, and talking about 
what would be done. 

Up in the belfry the old bell- 
man stood ready to '■'■ Proclaim 
lil^erty throughout all the 
hnid, unto all tlie inhabitants 
thereof," eagerly watching his 
Independence Hall. fair-liaii'ed boy, wlio ^vas to 

give him the signal if the Declaration of Independence was 
passed. Suddenly the little fellow cried : " King, fatlier, 
ring," and the tones of the Old Liberty Bell rang out the 
grand })eals of freedom that have floated down the }ears from 
that time to this. 

Wliile Washington had been fighting for Philadelphia, 
General Burgoyne, with seven thousand British and Hessians, 
set out to march from Canada to Albany, where troops from 




THE CAPTURE OF BURGOYNE. 



157 



LESSON.— During the summer of 1776, Burgoyne set out to march from 
Canada to Albany. General Gates cut off his supplies. Colonel Stark de- 
feated Baum's attempt to get provisions in Vermont. Burgoyne attacked 
Gates t-wice at Saratoga. He was defeated and surrendered his army. 



New York were to join them, and New England would thus 
be cut off from the rest of the country. 

The Americans under General Gates, fell back slowly before 
the British, but continually harassed them and cut off their 
supplies. Burgoyne sent Colonel Baum with about fifteen 
hundred men, to seize some provisions at Bennington, Vermont. 
Colonel John Stark, who, with a small 
body of soldiers, was on his way to 
join Gates, attacked the British, killed 
Baum, and took many prisoners. 

On September 19, Burgoyne at- 
tacked Gates at Saratoga. The battle 
lasted all day and both sides claimed 
the victory. On October 7, he 
renewed the attack and was defeated. 
Two days later, seeing the hope- 
lessness of his position, Burgoyne sur- 
rendered his entire army of six thou- 
sand men, with all their cannon, ammunition, and stores. This 
Avas the turning point in the war, since it not only gave new 
liope and courage to our people, but brought us aid from 
France. 

The French had secretly encouraged us and sent us money, 
but now France made a treatv \vith the colonies and ao-reed 
to help them with men and ships. When Lafayette, who was 
with Washington, heard the news, he ^vept for joy. 




General Burgoyne. 



15S 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — France then sent an army and a fleet to help us. England 
offered to make peace. The British retreated from Philadelphia to New 
York, and roused the Indians to make destructive raids. 



England then declared war on France, and uttered the 
colonies everything that they had wanted at tlie beginning of 
the war, \l they would make peace. But it was too late. Only 
as an inde^^endent people would they stop the war. 

As the French were sending to America an army and a fleet 
of ships to help us, the British army was ordered from Phila- 
delphia to New York, lest the French and Americans should 
seize that city. When the British retreated across New" Jer- 
sey, the Americans pursued them as far as Sandy Hook. In 
the North, the British then held only a few 
places outside of New York, but they were 
continually making raids on the surround- 
ing country and rousing the Indians to kill 
the Americans. 

The savages ravaged the plains of the 
Mohawk and Schoharie ; they raided the 
lovely Wyoming Valley in IViinsylvaiiia, 
and massacred nearly every settler witii 
dreadful cruelty, and in other places revived the horrors of 
the early Indian wars. But the following year General Sul- 
li\an cari'ied wai' and destruction Into the lieai't of the Indian 
country, destroyed their crops and subdued the savages. 

After the British retreated from Philadelphia to New York, 
the contending armies in the North did not trouble each other 
very much, but in the winter of 1777-78, the sufferings of the 
army in New Jersey seemed too great to be borne. 

It was almost impossil)]<' foi- Congress to raise fuiuls to 




L;ifavette. 



PAPER MONEY. 



159 



LESSON.— Congress could not raise funds. Paper money had little 
value. The army suffered for food and clothing. Benedict Arnold, the 
commander at "West Point, plotted to surrender that fort to the British. 



support the soldiers. Two million dollars in paper money 
were issued at the beginning of the war, and later new amounts 
were put out, until, in 1789, there were over $242,000,000 of 
paper money in the country. It had decreased in value so 
that two cents in specie would buy a dollar in paper. In 
January, 1781, $10 was paid for a skein of thread, and $600 
for a pair of boots. The soldiers' pay, therefore, would buy 
very little, and often the government could not supply them 
with food and clothes. 

Never did the character of Washington 
shine brighter than in those days. He 
suffered with his men, and by his lofty 
patriotism, his unfailing hope, and his 
grand example, he held the ai-my together 
until the end. 

At this time West Point, on the Hud- 
son, was of great importance to both 
armies, and was held by the Americans. 
It was commanded by Benedict Arnold, ^vl^o plotted with 
General Clinton of New York, to surrender the fort to the 
British for about $3,000 and an appointment in the British 
army. 

Major Andre sailed up the Hudson on the Vulture to ar- 
range matters with Arnold, and went on shore to meet him. 
As the Vulture moved her anchorao;e, Andre thouo;ht she had 
gone away, and so, with a pass from Arnold, he started in 
disguise for New York. 




Benedict Arnold. 



1«iri 



HAZENS ELEMENTARY HISTORY 



LESSON.— Andr^ met Arnold to arrange matters, and was captured 
■while returning to New York. The plotw^as discovered, but Arnold es- 
caped to the British. He died in England, despised by the w^orld. 



Near Tarrytown he was detected and taken to the American 
head(|iiarters ; but in some way he sent Arnold warning of 
his capture. Papers found on Andre proved ArnoUVs guilt, 
but he escaped to the British, -while Andre ^vas tried and 

hanged as a spy. 

Arnold received his gold 
and the promised position, and 
for some time did all he could 
to injure the patriots, but 
finally went to England, where 
he died, followed by the hatred 
of America and the contempt 
of the whole world. 

Meanwhile the war had 
been froinir on with varviuLT 
fortunes in the South. AVhen 
Washington drove Howe from 
Boston (1776), the British 
sent General Clinton to con- 
(juer the South, and Charleston 
c'iipture of Andre. ^vas clioseu as the first [)lace 

for him to take. To get near Charleston, the British ships 
had to sail close to Fort Moultrie, on Sullivan's Island. This 
fort had been hastily built of palmetto logs laid in two rows 
a little distance apart, and the space between them was filled 
with sand. 

But there were brave men in the fort, and they had some 




THE WAR IN THE SOUTH. 161 

LESSON. — In 1776, the British fleet was driven aw^ay from Charleston by 
Colonel Moultrie. In 1778, the English captured Savannah. In 177 9, Lin- 
coln surrendered Charleston to Clinton, and Cornwallis defeated Gates. 



good camion. Colonel Moultrie and his men fonglit so well 
that they drove away ten British men-of-\var, carrying two 
hundred and fifty-four guns. In the midst of the battle the 
flag on the fort was shot down. Sergeant William Jasper 
caught up the ensign, climbed the wall, and fixed it in its 
place, while the balls whistled round him. 

In 1778, the British took Savannah, Georgia, and impris- 
oned hundreds of patriots who would not join their army. 
General Lincoln, who commanded the American army, with- 
drew to Charleston, where the next 
year he was compelled to surrender to 
General Clinton. General Gates, who 
succeeded Lincoln, was defeated by 
Coi'nwallis at Camden, and then Gen- 
eral Greene was sent to take command 
in the South. 'He proved a match for 
the best British generals. 

At this time, the British had control 

of most of the South, but there were General Marion. 

hundreds of brave patriots, who, under such gallant leaders 
as Marion, Sumter, Lee and Pickens, were continually harass- 
ing the enemy. 

They knew the country and were willing to fight for it with- 
out hope of reward. To-night, a British force resting asleep 
on the banks of the Pedee, would be surprised and cut off. 
To-morrow, another camp miles away would fall as victims. 

Scattered by British regiments to-day, to-morrow they would 
11 




1(52 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — The southern patriots constantly harassed the British. 
Morgan defeated Tarleton at Cowpens. Corn'wallis hastened to aid him. 
Greene joined Morgan and retreated into Virginia. "When at Guilford 
Court House, he attacked Corn-wallis, who retreated to "Wilmington. 

surprise the same force and defeat it. The.se men b\- their 
daring, kept alive tlie hopes of the southern patriots and 
discouraged the British. 

General Greene followed the plan of these Rangers, and 
with small bodies of troops fought the enemy as often as he 
could. A force of cavalry and artillery was given to General 
Morgan, who was to look after the enemy in Catawba, while 
General Greene, with the main army, remained about seventy 
miles northeast from the army of Corn wall is. 

Tarleton attacked Morgan on January 17, at Cowpens, and 
was defeated with great loss. Cornwallis hastened to attack 
Moro;an before he could cross the river. But Moi-o-an had 
crossed it before Cornwallis reached him, and a rain had made 
it so wide that the British delayed t\vo days before they could 
reach the other side. 

When Cornwallis passed over the river, Morgan, who had 
been joined l)y Greene, retreated to the Yadkin, which he 
crossed in safety. For more than two hundred miles, Greene 
led Cornwallis until he reached Viro-inia. Then, havins: 
received reinforcements, he returned to North Carolina and 
attacked the British at Guilford Court House. Both sides 
claimed the victory, but Cornwallis retreated to \\'ihnington. 

Greene then went to South Carolina, and with Marion, 
Sumter, and Pickens, regained neai'ly all of that State and of 
Georgia from the British, forcing them, after his brilliant vic- 
tory in the hard-fought battle of Eutaw 8i)rings, to retire to 



YORKTOWN. 163 

LESSON.— Greene soon regained most of South Carolina and Georgia 
from the British and Cornwallis retired to Yorktown, ■which he fortified, 
Washington, aided by the French, led his ragged army to attack Cornw^allis. 



Charleston. At that time Benedict Arnold was in Virginia 
with a British force, laying waste and plundering that colony. 
Cornwallis joined him and then took a strong position at 
Yorktown, which he fortified. 

Washington saw his opportunity, and laid his plans to 
capture Cornwallis and his army. He feared Clinton might 
send troops from New York to help Cornwallis, and to prevent 
this he let it be understood that a grand attack was to be 
made on Clinton by the combined American and French 
forces, aided l)y the French fleet. Then, 
while Clinton was preparing to resist 
this attack, Washington led his army 
rapidly south towards Yorktown. 

The ragged, starving soldiers seemed 
to feel that the end was near. They 
were marching to victory under Wash- 
ington. Philadelphia met them with 
shouts of welcome and with ringing of W'-^s 

1 Ti •/• .1 1 1 • i • Lord Cornwallis. 

bells, as it they were already victorious. 

AVhen the French and American armies reached Yorktown 
they were so placed that Cornwallis could not escape, while 
the French fleet remained iu the bay to prevent the landing of 
soldiers to help the British. 

Soon Cornwallis saw that he must escape or surrender, and 
he made desperate efforts to cut his way through the Amer- 
ican lines. But finding that this was hopeless, he, on October 
19, 1781, surrendered his army as prisoners of war, with all 




lf)4 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— CornAvallis could not escape. October 19, 1781, he surren- 
dered his army to the Americans. The people received the news with 
thanksgiving, for they knew that Independence was gained. 



his cannon, annuunition and stores. The Americans captured 
seven thousand troops, two thousand sailors, eighteen hundred 
negroes, and fifteen hundred tories, with seventy-five brass 
cannon, one hundred and sixty pieces of artillery, and a large 
quantity of army supplies. 

The nation received the surrender of Cornwallis as a gift of 
God. Thanksgiving services were held in the churches, and 
the people knew that Independence was gained. Congress 

met, and went in a body to 
church to thank God for the 
nation's freedom. 

\\'heii the news reached 
Philadelphia, early in the 
moi-iiing, the watchmen on 
their rounds shouted ''Past 
two o'clock and Cornwallis is 
taken." Windows flew open 
and nightcapped heads ap- 
peai'ed eager to hear the good 
l\iouiit Vernon. news. In a few minutes the 

streets Avere filled with people so excited that they could not 
keep stilL "Is it true?" they cried. "Can it be true?" 
" Yes, this is the end. AYashington and his l)rave men have 
won our free(h)m." 

In Eui^rland the kiuir and his ministers desired to continue 
the war, but the ministry was forced to resign by the Houses 
of Parliament, and by the sentiment of the people. Still, it 





" iiffl 
* 






THE NAVY. 107 

LESSON. -Parliament forced the king to stop the war. A treaty -was 
signed September 3, 1783. The army disbanded, and "Washington retired 
to Mount Vernon. The navy did its duty during the war. 



was nearly two years after the battle of Yorktown before the 
treaty of peace was made. 

In their joy at the successful ending of the \var, and in 
their confidence in AVashington, a movement was started among 
the soldiers to make him king. But he scorned the offer, and, 
by his wise counsels, prepared the way for a " government of 
the people, by the people, for the people." 

The final treaty was signed at Paris, September 3, 1783, in 
which the United States were recognized as a free and inde- 
pendent nation. The army was disbanded, and Washington, 
resigning his commission as Commander-in-Chief of the army, 
bade a tender farewell to the soldiers. Then he retired to 
Mount Vernon to become again a private citizen. 

3. THE NAVY. 

The story of the Revolution would not be complete if it 
failed to include the efforts of our gallant little navy. The 
British fleet was too strong for our ships to attack, but the 
heroic deeds of the darins: sailors were soon known to the 
colonists. 

Esek Hopkins of Rhode Island, was the first commander of 
a little fleet of thirteen vessels intended to capture ships 
bringing supplies to the British here. Congress also gave to 
many ships the right to capture as prizes all English vessels 
they could find, and a great many hundred British ships were 
taken by them and condemned as prizes. 

The best known, and perhaps the most daring of the naval 



168 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— Privateers captured hundreds of British ships. John Paul 
Jones hoisted the first National flag on shipboard. His daring terrified 
ship-ov^ners, and his bravery -was especially recognized by other nations. 



ofHeers, was John Paul Jones, who was lieutenant on tlie 
Alfred when he hoisted the first National American flag ever 
raised on shipboard. 

Jones was born in Scotland, and went to sea when a mere 
lad. From his childhood he was known for his rash daring, 
and the stories told about him would fill this book. While 
still a young man he came to America to live, and was a true- 
hearted patriot. 

His fii'st effort as an American naval ofiicer was in the 

English harbor of Whitehaven. lie 
landed there \vith a few followers, 
destroyed the ship[)ing gathered in 
the harlx)!, and spiked the cannon in 
the fort. This, and similar deeds of 
daring, made his name a terror to 
English shipmasters. 

A year later, the king of France 
gave him the Bon Homme Michard^ 
of which he was made commander. 
Off Scarborough, one day, he saw a fleet of merchantmen 
guarded by the frigates Countess of Scarhoroinjli and /Serajyis. 
At night, Jones attacked the Senipis. and the battle was a 
teri'il)le one. 

The Seirip/.s had much heavier cannon, Ijut when the a\ ind 
Ijrought the two vessels near each other, Jones boldly lashed 
them together. For nearly three hours the fight continued 
with cannon and musket and cutlass. 




John Paul Jones. 



THE NAVY. iQg 

LESSON.— Massachusetts sent out privateers and began to build a navy. 
Our ships were successful. British vessels were not safe on the ocean. 
These privateers encouraged our navy and the nation. 



" Have you struck ? " the British captain called to Jones. 

" No ! " shouted Jones. " I have not yet beofun to fio-ht." 

Finally, after the Serapis had lost more than two hundred 
men, and had been on fire three times, the vessel surrendered. 

The Mlchard was so badlv damao^ed, that Jones, with his 
crew, went on board the Serapis, and soon his own vessel 
sank. King George knighted the commander of the Serapis 
for his brave fight. " He deserved it," said Jones, " and if I 
ever meet him aejain I'll make a lord of him." 

The bravery of Jones was not forgotten. King Louis XVI. 
of France gave him a gold mounted sword, Catharine of Rus- 
sia sent him the Ribbon of St. Anne, and the United States 
gave him a gold medal. After the ^var he was made rear- 
admiral of the Russian navy, and died in Paris in 1792. 

The foundations of our navy were laid in this war. Mas- 
sachusetts (1775), authorized the fitting out of private armed 
vessels to capture Britisli ships. The following year, she built 
or bought one frigate of thirty-six and one of thirty-two guns, 
and ten sloops of war carrying sixteen guns each. 

Our ships captured about fifteen hundred British vessels 
during the war. In 1777, a fleet of t^vo hundred merchant 
ships sailed from England to the West Indies. Our privateers 
took one hundred and thirty-seven of them. Indeed British 
merchant vessels soon became afraid to leave port unless pro- 
tected by armed ships. The success of our little navy brought 
wealth to our seaport towns, sustained the hopes of the army 
and contributed greatly to our final triumph. 



PART VI. 



THE STATES UNITED. 



1. THE CONSTITUTION AND FORM OF GOVERNMENT. 

LESSON.— At the close of the Revolution the country was nearly- 
ruined, and Congress was without authority to enforce the laws. 




Benjamin Franklin. 



The Revolution was successful, but at a fearful cost to our 
country. AVe were deeply in debt, our currency was almost 

worthless, and commerce and manu- 
factures were ruined, while thousands 
of widows and orphans were left Avith- 
out their natural protectors. 

But worse than all this, there was no 
central government M'ith power to 
remedy these and other evils. 

By the " Articles of Confederation " 
the Congress of the United States had 
the right to make certain laws, but had no authority to en- 
force them. 

The feeling of sturdy self-reliance which was a part of the 
American character, made the people afraid of giving too 
much power to their rulers. This hinderetl the States from 
conferring enough authority on the central government to 
enable it to carry put laws for the common good. 

And so Congress could run in debt or issue paper currency, 
but, as it had no way to raise money, it could not even pay its 
own expenses. It had the right to raise an army by calling 

170 





\ .-rt#It'' U ' ALASKA X 

y>^»«» C'r^^ „ " \ r — ■ — ' — ■ — < jU 

---L-4 C t V I ^ \ lt)O20OS0O4flO 



I F I ^ 



,H.,. 117 



Longitude 



THE CONSTITUTION. 171 

LESSON. — It could not maintain an army and a navy or raise money to 
pay expenses. A convention at Philadelphia ( 1787 ) , framed a Constitution 
which assured a strong central government and yet protected State rights. 
It went into effect March 4, 1789. Washington w^as elected President. 



on the States for troops, but it bad no power to enforce tlie 
call, if any State neglected or refused to do its duty. 

At last it was clear to all that we must lia\^e a central gov- 
ernment which had the po\ver to enforce, as ^vell as to make 
laws, or we should be thirteen little republics, without in- 
fluence or standing with other nations. Then a convention 
was called to frame a proper form of government. It met at 
Philadelphia in May, 1787, and Washing- 
ton was chosen president of the conven- 
tion. 

For four months the wisest and best men 
in the country, including such statesmen 
as Franklin, Hamilton, and Morris, talked 
over the plans proposed. Finally, they 
agreed upon a masterpiece of wisdom that 
secured to each State its rights, and yet Alexander Hamilton, 
assured a strong government without too great po'SFer. 

The States adopted the Constitution, to go into effect on 
March 4, 1789. In January, the first election under it was 
held. George AVashington was unanimously elected President, 
and John Adams was chosen Vice-President. 

Under this Constitution our government includes three 
parts. One part, (Congress), makes the laws ; another part, 
(the United States Courts), tells ^vhat they mean, and decides as 
to their agreement with the Constitution, and a third part, (the 
President), carries out the laws and sees that they are obeyed. 




172 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Under the Constitution, Congress makes the laws, the United 
States courts interpret thejn, and the President carries them out. Each 
State has tv^ro senators, and one representative for a certain number of 
people. The President appoints the members of the Supreme Court. 



Coiigres.s is made up of a Senate and a House of Representa- 
tives. Each State has two senators, who are elected for six 
years, and one representative for a cei'tain number of people. 
The representatives are elected for two years. 

The highest court is the Supreme Court at Washington. 
Its members are appointed by the President, and serve for life. 

The President is chosen by all the States, and serves for 
four years. 

2. WASHINGTON'S ADMINISTRATION. 

Congress was sitting in Ne\v York, and when Washington 
went tiiere from Mount Vernon, his journey was a trium[)hal 
procession. Bells were rung and cannon boomed. Old men 
and matrons, young men, maidens, and children lined the roads 
to testify their love and devotion to the man who was " First 
in war, first in peace, and first in the hearts of his country- 
men." 

At Trenton he passed under a grand triumphal arch, while 
young girls strewed flowers in his path and sang songs of 
^velcome. 

From Elizabethtown lie was rowed to New York in a barge 
beautifully decorated and manned by thirteen men in white, 
while his I'eception at the capital surpassed in enthusia.sm and 
devotion that shown him on his journey. 

On the balcony of old Federal Hall, on x\pril 30, 1789, he 
took the oath to uphold the Constitution, and began again to 
serve his country united as a single nation. 



THE BARBARY STATES. 



173 



L£SSON. — During the two administrations of Washington, Congress 
agreed to pay the public debts, laid a tariff to raise money, and established 
a bank and a mizit. Treaties -were made with Algiers, Spain and Eng- 
land. Washington refused a third term. He died December 14, 1799. 



^mS'A 



Under his guidance the difficulties that beset the new gov- 
ernment were soon overcome. Congress agreed to pay all 
the debts of the States that grew out of the Revolution, and 
the national debt. To raise money for this purpose, and for 
the expenses of the government, a 
tax called, a tariff was laid on certain 
goods brought into this country and 
on the manufactui'e of alcoholic 
spirits. A bank was formed in Phila- 
delphia, and a mint to coin money 
was established, 

Durino; Washino-ton's administra- 
tion a treaty was made with Algiei's, 
releasino; Americans whom that 
country held as captives ; one with Spain, giving us the right 
to sail up and down on the Mississippi, and fixing the boundary 
of Florida ; and one with England, by which she gave up 
some western forts which she had held since the Revolution. 

When Washington had served eight years, he refused 
another term as President, and retired to his home at Mount 
Vernon, where he died on the night of December 14, 1799, 
mourned by all the world. 

3. THE BARBARY STATES— DECATUR. 

During the administrations of Presidents John Adams 
(1797-1801), and Thomas Jefferson (1801-1809), the country 




TJiomas Jefferson. 



174 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — During the administrations of Adams and Jefferson il797- 
1809 I, the country prospered. Tribute was refused to the Barbary pirates 
and Commodore Preble forced them to yield. Decatur destroyed the 
" Philadelphia" at Tripoli. 

grew rapidly unci tried to live in peace a\ itli all natioii.s. But, 
away up in the north of Africa, the Barbary States liad for 
years made many nations pay them money to keep their pirates 
from capturing foreign ships. 

When we failed to pay them, they made war on our com- 
merce, and we sent Commodore Preble to pay them an itli 
[)()\vdei'aii(l l)all. lie stormed and captured 
Tripoli and the pirates were glad to make 
peace. 

During this war our frigate Vliilaihlph'ui^ 
while pursuing the enemy, grounded in the 
harl)()r of Tripoli and was taken l»y the 
pirates. Lieutenant Stephen Decatur volun- 
teered to destroy her. With seventy-five 
men in the little Intrepid he sailed boldly 
into the harlxn". Tlie monu'iit his vessel 
touched the Ph'dadelplua^ Decatur and hi.s followers leai)ed 
on board of her and attacked the Tri])olitans. 

In twenty minutes they had killed twenty of the enemy and 
had driven the others overboard. Then Decatur set fire to 
the Ph'iliulilphid^ and, leaving her wrai)pe(l in ilames, went 
Ijack to the Intrepid and sailed in trium[)h out of the harbor. 

4. CAUSES OF THE W^AR OF 1812. 

England was unfriendly to the United States for years 

after the Revolution, and showed her ill-feeling in many ways. 

She stirred up the Indians on our northwestern frontier to 




Stephen Deciitur. 



THE WAR OF 1813. 175 

LESSON.— Tecumseh, encouraged by England, tried to unite the Indians 
against the -whites. The Prophet attacked General Harrison and was de- 
feated. England claimed the right to search our vessels for deserters. 
England and France -were at war. Each forbade our trading w^ith the other. 



annoy and trouble us, and supplied them with arms and 
ammunition. At that time, a famous chief named Tecum- 
seh and his brother, The Prophet, had gained great influence 
over the western tribes. 

While Tecumseh was away trying to unite all the Indians 
in a war against the whites. The Prophet, with his followers, 
attem2:)ted to surprise the Americans, ^^^^v 

who were commanded by General AVil- iJ^^^^^m 

liam Henry Harrison. But he was WM/ ; - '^^Jlii 

watching them, and when they attacked fS| ' ^^''WR 
him they found him quite ready for them. ^\t& ^"S^ }■<, 

The battle of Tippecanoe follo^ved, .-:^H^^L^^»^ 
and the Indians were defeated with great ^^PI^^^SLiffl^^ 

Although l>y our treaty with England 'jW 

we were a free and independent nation, ^^ii^^^'" Henry Harrison, 
the English claimed the right to stop American vessels and 
search them, to see if they could find deserters from the British 
navy. On this pretense, hundreds of our vessels were searched, 
and thousands of our seamen were taken and forced to serve 
on English war-vessels. 

England and France had been at war for several years, but 
America, being at peace with both nations, had continued to 
trade with them. In 1806, England declared that no vessel 
should enter any ports owned or controlled by France. France 
met this act by a decree that no vessel should trade with England. 



i?e 



HAVEN'S fiLfiMENTARY HtSTORV. 



LESSON.— England tried to enforce her claim to search our ships. 
made trouble and Jefferson demanded satisfaction of England. 



This 



Our country \vtiiited to live in peace with all the world. 
We had so far kept out of (piarrels between the nations of 
Europe. Our government therefore asked England and 
France to repeal these orders, and to let us trade as usual. 
But they would not do so, and captured American vessels 
whenever they were caught violating these decrees. 

Then, in 1807, the British frigate Z/eopa /-d haWed the Amer- 
ican frigate Chempeiike^ and, when the American commander 
refused to permit the British to search his ship, the Leopard 
fired a broadside, killing three and wound- 
ins: eio-hteen of our sailors. 

President Jefferson (1801-1808) or- 
dered all British war vessels to leave 
American waters, and sent an armed ship 
to Eno-land to demand satisfaction, 

England expressed her regrets for this 
act, but continued to search our ships 
wherever she found them, and it ^vas clear 
that w^ar could not be loni^f delaved. 
In the spring of 1811, Tlie Little Belt, a British sloop of 
war, Avas hailed by the American frigate President. The 
Little Belt replied with a shot, and the President ^ved abroad- 
side, which killed five men and wounded twenty-one. 27ie 
Little Belt then answered the hail, and was allowed to go on 
her way. 

This made Captain Ludlow of the President a popular 
hero, and increased the determination of our people to bear 
these insults no longer. In 1812, the United States declared 




James Madison. 



THE WAR OF 1812. 



177 



LESSON.— In 1812, Madison (1809-1817), proclaimed war with England. 
We w^ere not ready for w^ar, and at first the English were victorious. 
Later (1813), Harrison defeated the British in Canada, and, in 1814, Brown 
■whipped them at Chippewa and Scott at Lundy's Lane. 



war against England, and President Madison (1809-1817) 
issued a proclamation to that effect. 

5. BATTLES ON LAND. 

This country, however, was not prepared for war. The 
years after the Revolution had been passed in building up 
our commerce and manufactures, and encouraging the arts of 
peace. Our navy ^vas small, and our little army hardly 
deserv^ed the name, while England had a great navy, and a 
powerful army. 

Canada was in the hands of the British, and for nearly two 
years the English land forces were 
generally victorious. But in 1813, 
General Harrison invaded Canada and 
attacked General Proctor and Tecum- 
seh at the river Thames. In ten 
minutes Tecumseh was killed, Proctor 
was fleeing, and the English had sur- 
rendered. 

Then, ill 1814, General Brown 
defeated the British at Chippewa, and General Scott won 
fame for himself and for the nation at the battle of Lundy's 
Lane. 

The powerful English fleet made descents on our coast and 

plundered many places. They landed an army on the shores 

of Chesapeake Bay, took AVashingtoii and destroyed the 

capitol, the Congressional Library and many other buildings. 
12 




Winfield Scott. 




178 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The English captured Washington, but -were driven a-way 
from Baltimore. General Jackson wras victorious at New Orleans, Janu- 
ary 8, 1815. 

The British forces then retreated from Washington, and 

tried to take Baltimore, but were defeated. The fleet was also 

driven off by Fort Henry, and sailed away. i 

It Av^as the sicrht of the American flao; still wavino; over Fort 

Henry that inspired Francis Scott Key to write '"The Star 

Spangled Bannei'." 

A British fleet and twelve hundred 
veterans under Sir Edward Pakenham, ad- 
vanced ao-ainst New Orleans to fio-lit the 
last battle of the war (January 8, 1815). 

General Jackson had built a strong breast- 
work of cotton bales, behind ^vllich the 
Andiew Jackson. riflemen froiu Kentucky, Tennessee, and 
Mississippi awaited the attack. The British fought bravely, 
but were driven back with slaughter. Nearly twenty -five 
hundred of their men were reported as killed, wounded or 
missing, while the Americans lost but seventy-nine. 

6. THE NAVY IN THE WAR. 

In spite of the great strength of the Bi-itish, our sailors 
gained many glorious victories, and did their full duty during 
this war. 

First the Essex captured the British brig Alert ; then the 
Const it nfloii attacked the British shij) (riierriere^ and, in a 
(juarter of an hour, had riddled her hull, shot away her masts, 
and killed so many of her men that she suri'endered. 

Soon after this our Wasp captured the British Frolic^ after 
an engagement so deadly that, when the Americans boarded 



THE NAVY IN THE WAR. 181 

LESSON.— Our navy gained five glorious victories in as many months, 
■while privateers captured hundreds of vessels and thousands of prisoners. 
The " Chesapeake," compelled to yield, added to the glory of the navy. 




the F'rolk\ not a single man was left on deck to oppose 

them. 

AVitliin a few days of this victory, the United States took 

the British Macedonia after a hard fight, 

and brought the prize to New York, while 

in JJecember, the Constitution — Old Iron- 
sides^ as she was afterwards named — fought 

the British ship Java at close quarters for 

two hours, and forced her to surrender. 
This made five brilliant naval victories in 

five months, while our privateers in the first 

year of the war took as prizes more than 

three hundred merchant vessels and thou- Captain Lawrence. 

sands of prisoners. During the second year of the war, the 

navy did good work, and even when defeated added to its 
glory. ^ 

While Captain Lawrence was refitting 
the Chesapeake in Boston harbor, Captain 
Broke, of the Shannon^ challenged him to 
come out and fight. Lawrence accepted 
the challenge before his ship was ready, 
and with only part of his crew. The fight 
was a desperate one, and the result was 
Commodore Perry. {y^ doubt, when Lawrencc fell mortally 

wounded. As he was carried below he called to his officers, 

" Tell the men to fire faster. Don't give up the ship ! " But 

his appeal was in vain, and the ship was compelled to surrender. 




182 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— Commodore Perry, on Lake Erie, gained a great victory 
over the entire British squadron on September 10, 1813. A treaty was 
signed on December 24, 1814. 



The greatest naval victory of the war was gained In Com- 
modore Oliver Hazard Perry, on Lake Erie, over Commodore 
Barclay (September 10, 1818). 

Perry's flagship, the Lawrence^ was sunk by the enemy's 

guns, but in a small boat, he 
crossed to the yUujura under 
a heavy fire, and took her 
directly among the British fleet, 
tiring riglit and left. 

The other American vessels 
followed the yiagara^ and the 
entire British squadron soon 
surrendered. Perry sent this 
\\'ord of his famous victory to 
General Harrison: '' AVe have 
met the enemy and they are 
ours." 

By this time England had 
made peace with France, and 

both sides were tired of fight- 
Perry's Victory, ing^ On December 24, 1814, 
fifteen days before the battle of New Orleans, a treaty of 
peace and friendship liad been signed by Eugland and Amer- 
ica, and the war ceased as soon as the news reached this 
country. 




PART YII. 

THE SECOND PERIOD OF EXPLORATION AND 
SETTLEMENT. 

1. KENTUCKY AND DANIEL BOONE. 

LESSON. — Most of the territory claimed by the United States at the 
time of the Revolution bet-ween the Alleghanies and the Mississippi, -was 
a -wilderness, but daring hunters had begun to explore it. 

At the time of the Revolution there were thirteen colonies/ 
whose settlements covered only a narrow strip along the At- 
lantic coast. They claimed, howev^er, all the territory to the 
Mississippi River. Most of this country west cf the Alle- 
ghanies was a wilderness, whose broad prairies and lofty 
mountains and great rivers were almost unknown to the 
colonists. 

Life on the frontier always produces some bold, venturesome 
men who delight to explore new lands. There were many 
such men in the colonies, whose hardy natures longed for 
the wild and adventurous life of a pioneer. 

Al)out the time of the Revolution, as the colonies increased 
in population, a new era of exploration and settlement began. 

Among the foremost of these pioneers, was Daniel Boone. 
When a mere lad, living on the banks of the Yadkin River 
in North Carolina, he ^vas noted for his skill with his gun, and 
in his hunting expeditions had fought the savage beasts and 
the still more savag-e Indians. 

As the years passed, new settlers built their homes near him, 

183 



184 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — Daniel Boone w^as then living in North Carolina. He was a 
great hunter, and had already explored that part of Virginia w^hich became 
Kentucky. It Avas a beautiful country, claimed by hostile Indians. 



and scores of hunters invaded the wilderness that he had 
ahnost thouirht belonired to him. 

Friendly Indians told him of the great hunting-ground 
beyond the mountains, and, before the Revolution, Boone 
himself had explored that part of Virginia which became 
Kentucky. It was a beautiful country, full of game, but 

claimed by ti'ibes 
of Indians who 
wanted no "white 
man on their hunt- 
ing-ground. 

Boone was a 
great hunter, a 
good rifleman, and 
a sturdy frontiei's- 
man, ready for 
whatever might 
li;i[)pen to him. 
Many stories are 

Daniel Booiie. told about his 

daring adventure^;, while he was ex[)L>ring the country and 
luinting for the best phice to settle. He w^ns pursued by the 
savages, and escaped by his cunning, lie was captured at 
another time, and stole away while the Indians slept. 

For several months liis brother was with him. Then he 
went away, and Boone was left alone in the great wilderness. 
After two or three years spent in exploring the territory, he 




\.^- 



KENTUCKY— DANIEL BOONE. j^85 

LSSSON. — Boone had many adventures with the Indians. In 1775, he 
led thirty families to settle on the Kentucky River. Their cabins formed 
a fort. They were often attacked by the Indians. 



\veiit liome to lead a company of settlers into the new 
country. 

He soon collected a band of thirty men, who, with their 
families, were willing to follow him hundreds of miles into 
the wildei'uess, and endure the dangers and piivations of 
frontier life that they might begin a new State. 

In 1775, he led them through the savage wilds to the place 
selected on the Kentucky River, and there they built their 
homes. They placed their log cabins so as to form the sides 
of a fort, and left loopholes through the walls so that they 
could shoot the Indians who might attack them. 

As the cabins stood a little distance apart, they filled the 
spaces between them with strong posts, which they drove 
deep into the ground. This gave them an enclosure where 
their women and stock would be safe from harm. 

They were for several years continuously attacked by the 
Indians, who at one time captured Boone's daughter and two 
other girls. Boone and a friend pursued the savages and 
rescued the children. At another time, Boone was captured 
and carried nearly two hundred miles to an Indian settle, 
ment, where he was adopted into a tribe. After living with 
them for some time, Boone heard them planning to destroy 
Boonesborough, and he made up his mind to run away in 
order to save his friends' lives. 

He escaped one day when he was hunting with some Indians, 
and struggled on for five days, over rivers and through the 
wilderness, until he reached home. By and by the savages 



ISO HAZEN'S ELEMENTARY HISTORY. 

LESSON. — Other settlements were made, and in 1792, Kentucky became 
a State. Before the Revolution, the British oppressed North Carolina, and 
emigration w^estward began. Robertson led emigrants into Tennessee. 

appeared and attacked the fort, but were driven oft', since the 
men were ready for tliem. 

Other .settlers soon joined these pioneers, new towns were 
started, and, in 1792, Kentucky became a State. J]ut Boone 
disliked to be crowded, he said, and so he went away into 
Missouri, where he died at the good old age of eighty-six. 

2. TENNESSEE— ROBERTSON AND SEVIER. 

Before the Ke volution, when En^-lish cjovernors ruled the 
colonies, many of them, like Andros of New England and 
Tryon of North Carolina, were cruel tyrants. 

Governor Tiyon laid hea\'y taxes on the people of North 
Carolina. When the settlers refused to pay them he tried to 
make them do so. Tryon had some British soldiers, and he 
led them against a small force that the colonists had raised. 
The poor people fought bravely, but were defeated and sev- 
eral of them were captured and hanged. 

Some of the settlers thought they ^V()ul(l go away by them- 
selves into the fai- \vest, Avhere Ti'von could not o[>pi-«'ss them. 
Seventeen families, led by James Rol)ertson, left their pleas- 
ant homes in North Carolina and crossed the mountains into 
what is now Tennessee. If the men had been alone the journey 
would have been hard enough, Ijut they had to take cai'e oi 
their wives and children, as well as of their household goods. 

Slowly they picked their way through dense forests and 
over the rough mountains, until they reached a beautiful 
valley. Then the tired emigrants rested by the side of the 



OHIO AND RUFUS PUTNAM. 187 

LESSON.— They settled on the "Watauga River. John Sevier and other 
settlers joined them. Sevier and Robertson outlined a plan for govern- 
ment by the people, who then made their ovrn laws. The colony pros- 
pered, and in 1796, became the State of Tennessee. 



clear waters of the Watauga River, and there they built their 
rough homes. 

It was not very long before other settlers came to join them. 
Among the newcomers was John Sevier of Virginia. He was 
a brave and intelligent man who saw at once that the delight- 
ful climate and pleasant country would soon attract many 
settlers. 

He therefore had the country near the settlement explored, 
and those parts best suited to settlers marked on the maps. 
Then he and Robertson prepared an outline of the way in 
which the people could govern themselves. 

When the settlei's were called together, they were pleased 
Avitli Sevier's plan, and began at once to make the few simple 
laws necessary in their little village. 

This was the beginning of the great State of Tennessee. 
Sevier's work was soon known in Kentucky and Virginia, and 
many liberty-loving colonists made little settlements here and 
there. The colony grew so rapidly that, in 179<>, it was ad- 
mitted to the Union as the State of Tennessee, and John ■ 
Sevier was its first governor. 

3. OHIO AND RUFUS PUTNAM. 

When we tliink of the great State of Ohio, with its scores 
of cities and millions of people, it hardly seems possible that, 
for some years after the Revolution, all that country was a 
wilderness without one white settler. 



188 



hazen's elementary history. 



LESSON. — Ohio was then a •wilderness. General Rufus Putnam brought 
a colony from New^ England and founded Marietta. 



Wlif u the war was over, the hardy pioneers went farther 
and farther into the great AVest, and new settlements with 
their log cabins began to mark tiie sites of future cities. 

The people of New England had heard of the Ohio Valley, 
and General Rufus Putnam persuaded a numl^er of families to 
go there with him. In a rough boat, which they named the 
Ma,yflowe)\ they floated down the Ohio River. As they 
moved slowly along they watched for a suitable place for a 
home. 

AVhen they reached the junction of the Muskingum and the 

Ohio rivers, the emigrants landed, 
and were soon at work putting 
up log cabins, cutting down trees, 
and building a strong stockade 
round their little village as a ^^ro- 
tection from the Indians. They 
named their settlement Marietta 
in honor of Marie Antoinette, the 
beautiful queen of France, who 
was our good friend in the Revo- 
Anthony Wayne. lutioil 

The Indians in Ohio were very hostile. They often attacked 
Marietta, but ^vere driven away. Then they roved over the 
country in bands, and from their hiding-places fired upon new 
emio;rants who were seekins; a home in that tenitorv. 

The settlers had many a light with the savages, until the 
government sent a brave soldier named Anthony AVayne, with 
a strong force, to conquer the red men. 




THE LOUISIANA PURCHASE. 189 

LESSON. — Hostile Indians were conquered, more settlers came, and, in 
1803, Ohio became a State. The territory -west of the Mississippi was a 
■wilderness. "When Jefferson Avas President (1801-1809), he bought it of 
France, for fifteen million dollars, and sent Lewis and Clark to explore it. 



They soon found he was more thiin a match for them, and 
agreed to live peacefully with the whites, or to go away. 
Then the rivers >vere soon covered w^ith Mai/jiowei'S^ and town 
after town was founded, until, in 1803, Ohio became a State. 

4. THE LOUISIANA PURCHASE— LEWIS AND CLARK. 

You remember that up to the nineteenth century, the 
United States claimed only the territory east of the Mississippi 
River between Florida and Canada. Spain then held Florida, 
and France owned the land west of the Mississippi as far as 
the Rocky Mountains, Spain having given it back to her. 

Most of that country was an unknown wilderness whose 
boundaries even were not fixed for many 3^ears, but it was 
larger than the United States at that time. 

When Jefferson was President (1801-1809), Napoleon was 
ruler of France, and needed money to carry out his plans 
against England. No one kne^v much about the immense 
territory France claimed here, and Napoleon offered it all to 
the United States for fifteen million dollars. He agreed to 
use about three million dollars of the amount to pay the 
claims of American citizens as^ainst France. 

His offer was quickly accepted (1803), and this gave us not 
only entire control of the Mississippi River, but a great terri- 
tory for settlement. 

In order to obtain some idea of the extent and value of our 
new possessions, Jefferson sent out an exploring party (1804) 



190 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — They ■went up the Missouri River, through a gap in the Rocky 
Mountains, and floated dovsm the Columbia River to the Pacific Ocean. 



uuder the direction of Meriwether Lewis and William Clark. 
They found a beautiful, fertile country, abounding in game 

and Avell-watered by many large streams. They went up the 

Missouri Kiver, aided by the Indians, wlio treated them kindly, 

passed through the grand country now called Yellowstone 

Park, and reached the Kocky Mountains. 

There it seemed as if they must turn back, as they feared it 

AYould not be possible to cross 
the mountains. But Lewis 
was not willing to give up. 
He set out alone, telling liis 
companions to wait for his 
return. After some delay he 
found an Indian trail that led 
through a narro\v gap in the 
mountains, and following this 
trail, he reached an Indian set- 
tlement. The natives were 
willing to help Iiim, and l)eing 
joined by his com])anions, they, 
witii much dilticiilty, after en- 
during great hardships, came 
to a rapid stivam that was 
On tiie C(.imni>i;i. runuino; towards the west. 

They thought this stream must flow into larger rivers and 

finally reach the Pacific Ocean. So they built some little 

boats and sailed down its watei's. 

At last they reached the Columl)ia Piver and floated slowly 




THE LOUISIANA PURCHASE. 191 

LESSON. — Their report sho-wed the value of that beautiful country from 
■which Oregon, Washington, and Idaho were formed. Thousands of set- 
tlers rapidly built up great towns and cities in the fertile territories. 




along through a delightful country, until they reached the 

ocean which told them of their success (1805). They stayed 

in that territory during the winter, and started to return home 

in the spring of 1806. They reached St. Louis in September, 

after an absence of more than two years. 

They kept a careful record of what they 

saw and did, and, when their story was 

told in the settlements, the people began 

to understand what a good land we had 

gained. 

The Mississippi was no longer the limit 

of settlements. Beyond that river lay the 

great West with its fertile valleys and James Monroe. 

broad rivers, and lofty mountains, which thousands longed 

to see and possess. 

Meriwether Lewis and Clark had discovered a new and 
valuable territory, and thus had given 
the United States a claim to the country 
which, later, became the States of 
Oregon, Washington, and Idaho. 

Other explorers soon mapped out 
our new lands, as others followed 
Columbus. Settlers poured into the 
fertile territories, and built up great 
Martin Van Buren. towiis and citics more rapidly than the 

original colonies were settled, thus forming new and powerful 

States to join our Union. 




192 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— For about thirty years after 1812, the nation enjoyed peace 
and prosperity and became rich and powerful diiring the administrations 
of Monroe, Adams, Jackson. Van Buren, Harrison and Tyler 1817 1845). 
A panic in 1837, paralyzed business and caused much suffering. 

5. THIRTY YEARS OF PEACE. 

After the war of 1812, the United States enjo3'ed thirty 

years of peace with other nations, and, during the administra- 
tions of James jNIonroe (1817-1825), John 
Quincy Adams (1825-1829), Andrew Jack- 
son (1829-1837), Martin Van Buren (1837- 
1841), and Harrison and Tyler (1841-1845), 
agriculture, commeive, and manufactures 
flourished, new States wwe i'aj)idly added 
to the Union, and, in general, the country 
grew rich and po\v^erful, wliile the people 
were contented and ha})py. 
Party feeling was strong and bitter, ])ut all [tartics wanti'd 

to do what Avas ]>est for the nation, and united to l)uild up 

the arts of peace and to guard the best interests of the people. 
There were a few Indian wars, but tlie 

savages were soon put down, and, in l<s.'>7, 

thei'e was a business panic that, for a short 

time, caused a great deal of suffering all 

over the country. People could not get 

good money, and business nearly stopped, 

so that many could not find work. But 

these things were only temporary, and were 

soon overcome by the energy and wisdom 

of the people, and by the unbounded sources of prosperity in 

the nation. 





Polk. 



6. THE MEXICAN WAR— TEXAS. I93 

LESSON. — In 1845, the nation had increased from thirteen to twenty- 
seven States. Mexico claimed a large territory, including Texas, in the 
southwest. In 1836, Texas declared its independence. 



At the time of the Revolution there were only thirteen 
States, but when Polk became President, in 1845, Vermont 
(1791), Kentucky (1792), Tennessee (1796), Ohio (1803), 
Louisiana (1812), Indiana (1816), Mississippi (1817), Illinois 
(1818), Alabama (1819), Maine (1820), Missouri (1821), 
Arkansas (1836), Michigan (1837), and Florida (1845), had 
joined the Union — the territory from which Florida was 
formed having been bought from Spain in 1819. 

6. THE MEXICAN WAR— TEXAS. 

The next country south of the United States is Mexico. 
You remember that Mexico was discovered and conquered by 
the Spanish, who explored large tracts of land to the north of 
that country, and claimed possession by right of discovery. 

These claims covered all the country west of the Louisiana 
Purchase, and south of Oregon, and included Texas. 

Many settlers from the United States found homes in Texas, 
and took their slaves with them. Mexico, in 1824, abolished 
slavery, but the settlers in Texas took no notice of the law. 

In 1836, the people in Texas, not liking the way in which 
they were governed by Mexico, set up a republic and declared 
their independence. In the war that followed, the Texans, 
under General Sam Houston, defeated the Mexicans under 
Santa Anna, but still Mexico refused to recognize the inde- 
pendence of the new republic. 

In 1837, Texas asked to be admitted to our Union, and, in 

1845, became one of the United States. This caused war 
13 



194 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — In 1845, it was admitted to the Union. This caused the 
Mexican War. "We were victorious and Mexico ceded to us her territory 
w^ithin our present boundaries. In 1848, gold w^as discovered in California. 



between Mexico £iiul the United States in 1846. General 
AVinfiekl 8i-ott and General Zacliary Taylor were sent to 
Mexico at tlie head of two small armies. They were every- 
where victorious, and, after a most l)rilliaiit campaign, in whicli 
the Mexicans were defeated at Vera Cruz, Cen*o Gordo, Buena 
Vista, and Monterey, the Americans reached tlie tal>le-land of 
Mexico, and saw below them, in the beautifid valley, the 
capital city of the enemy. 

It was strongly fortified and bravely defended, but, as one 
after another of its stronsj outlyino- forts was carried by as- 
sault, the Mexicans lost courage and surrendered, September 
14, 1847. This ended the war. In 1848, a treaty was signed 
between the two countries giving us all the territory Mexico 
had claimed within our present boundaries, 

7. CALIFORNIA— THE DISCOVERY OF GOLD. 

At that time there were not many people in California, but, 
in the same year that the treaty of ]ieace with Mexico was 
made, gold was discovered in the Sacramento Valley. The 
news soon spread to the East and over Europe, and thousands 
from different parts of the world hurried to California. 

As no railroad then crossed the Rocky IMonntains the jour- 
ney to California ^vas a long and dangerous one. 

There were then three ways of reaching that countiy fruni 
the East. The overland route was across vast plains, among 
hostile Indians, and over arid deserts, which, even to this day, 
retain relics of the hundreds that perished from hunger and 



OREGON AND MARCUS WHITMAN. 195 

LESSON. — Its rich mines, productive soil, and delightful climate caused 
such rapid increase in population that, in 1850, it became a State. The 
English claimed part of our northw^estern territory. 



thirst on their journey. The voyage around Cape Horn took 
three or four months, but was less dangerous, while the third 
route, b}^ ship to Panama, by land across that Isthmus, and 
then by ship to California, was the easiest and safest of the 
three. 

By all these routes emigrants went to seek for gold. Cali- 
fornia was soon dotted with miners' camps, and towns and 
cities sprang up like magic. In less than two years more than 
one hundred thousand people were scattered over that country, 
and its mines gave up millions of dollars' worth of gold. 

But its soil was more precious than its gold, and, favored 
by its delightful climate, was soon found to produce immense 
quantities of grain, and a variety of other products unequaled 
elsewhere on the glol^e. 

So rapidly did California increase in wealth and population, 
that in 1850, less than three years after the discovery of gold, 
she was admitted into the Union. 

8. OREGON AND MARCUS WHITMAN. 

Although the discoveries of Lewis and Clark had given the 
United States a claim to the Oregon country, the boundaries 
of tliis claim were not determined, since the British possessions 
bordered on that territory, and some English had settled there. 

Our people in the East really knew but little of the great 
value of this immense territory. It was larger than all the 
New England and Middle States combined. It contained in- 
exhaustible fields of minerals and precious metals, and pos- 



196 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— Many of our public men w^ere -willing to yield most of it to 
England, but Marcus Whitman, a missionary there, kne^v its value, and 
determined to go to Washington to save it for the United States. 



sessed a fertile soil. It had also the best hurbor on the Pacific 
coast. 

Through ignorance of its wealth, many of our pul)lic men 
were willing to yield most of it to England rather than to have 
much trouble about it. But it ^vas saved to us by Marcus 
Whitman, a poor missionary, who had gone to that country 
in 1836, to carry the gospel to the Indians. 

As AVhitman traveled here and there over the territory, he 
soon discovered its value. He also learned of a plan that the 

great fur-trading company of Hudson's 
Bav had laid, to brini*- so manv emii-'rants 
into the territory that they could hold it. 
Though winter was neai", AVhitman, 
w itii two companions, determined to go 
to Washington and save Oregon. The 
usual trail over the mountains could not 
be taken in the winter, and he was 
obliged to go st)utli a thousand miles 
out of his direct course. The fearful stor}' of that long and 
perilous winter journey will never be fully known. They 
swam rivei-.s dangerous v.itli floating ice, climbed mountains 
made almost impassable by storms and snow, and penetrated 
trackless forests infested bv savai^^e foes. 

At one time the party were lost, and were saved only by 
the sagacity of a mule. Then their provisions gave out and 
they were compelled to eat their faithful dog and one of their 
mules. They reached Fort Bent, on the Arkansas River, with 




Daniel Webster. 



OREGON AND MARCUS WHITMAN. 



197 



LESSON. — After a terrible journey, Whitman reached Washington. 
Webster thought the territory valueless. Tyler promised to keep it, if it 
could be settled. "Whitman took one thousand settlers there the next 
summer. This saved to the United States the great Oregon Territory. 



hands aud feet and faces badly frozen. But Whitman still 
pushed on and arrived at Washington on March 3, 1848. 

He laid the case before Daniel Webster, but AVebster did 
not care much for this " region of savages and wild beasts, of 
deserts, of shifting sands and whirlwinds of dust, of cactus 
and prairie dogs." 

But President Tyler thought differently, and promised Whit- 
man that, if he could prove that Oregon could be settled from 
the States it should not be 
traded to Great Britain for a 
cod-fishery. 

The following summer a 
waggon train containino; about 
two hundred wao-ons and over 
a thousand emigrants, was led 
by AVhitman across the Rocky 
Mountains, through the beau- 
tiful valley of the AYalla Walla, 
on to the place of settlement 

in the fertile re^On of the ^" Eungrant Train. 

Columbia River. That band of emigrants settled the destiny 
of a great empire, and the Oregon territory was saved to the 
United States. Out of this country, as you have read, the 
three States of Oregon, Washington, and Idaho have been 
made, and are a part of our Union. 

Dr. AVhitman, having finished this task, returned to his 







198 HAZEN'S ELEMENTARY HISTORY. 

LESSON. — Whitman -wras killed by the Indians, but a college bearing 
his name, perpetuates his memory. Our territorial increase has been 
■wonderful. 

home, and devoted himself to his work among the Indians. 
But it is said that agents of the Hudson Bay Company, pi'o- 
V'oked by his patriotic deed, incited the Indians against him. 
They surrounded the Mission house, killed AVhitman, his wife, 
and twelve others, burned the buildings, and blotted out every 
vestige of the place. In 1883, Whitman College was chartered 
by the State as a fitting memorial of a national hero. 

8. OUR TERRITORIAL INCREASE. 

Lewis and Clark completed the Second Period of Explo- 
ration and Discovery. At first, there were only thirteen little 
States. Then the States of Mississippi, Alalxinia, Tennessee, 
Kentucky, Ohio, Indiana, Illinois, Wisconsin, and Michigan 
were formed from the territory extending west to the Missis- 
sippi. The Louisiana Purchase gave us the present States 
of North Dakota, South Dakota, Nebraska, Iowa, Kansas, 
Missouri, Arkansas, and Louisiana, a part of the States of 
Montana, Minnesota, AVyoming, and Colorado, and the Indian 
and Oklahoma Territories. 

The Oregon country by discovery and exploration (1804- 
1800), and l)y treaty (184()), added to the United States Idaho, 
Oregon, and AYashington. From Mexico we gained the im- 
mense territory west to the Pacific (1845-1853), which covered 
the present Territories of Arizona and New Mexico, the States 
of California, Utah and Nevada, and part of Colorado, ^vllile 
Spain ceded to us Florida (1870) and most of our island j^os- 
sessions (1798), and Russia sold us Alaska (18r)7). 



PART VIII. 



THE STORY OF SLAVERY. 



1. THE INTRODUCTION OF SLAVERY INTO AMERICA. 

LESSON. — Before America was settled, slavery -was common in Europe, 
and many w^hite persons weie practically slaves in our early colonies. 
Slaves were brought to the "West Indies in 1652, and to Virginia, in 1619. 



Long before Virginia was settled, many nations in Europe 
traded in negroes who were made slaves. The idea of slavery 
or forced service, was common everywhere, and few, if any, 
opposed it. Soon after Jamestown was founded, there were 
in the colony many white " servants " who 
Avere about the same as slaves. 

A part of these had willingly bound 
themselves to work for a certain- time to 
pay their passage to America. Others 
were poor children brought here from 
England, or young men who had been kid- 
napped in London, while others were pris- 
soners taken by the English when the gov- 
ernment put down riots or rebellion in 
England. All these people were sold or " apprenticed " as 
" servants " here, and were generally treated as slaves. 

In 1562, Sir John Hawkins, an English Admiral, brought 
the first cargo of slaves from Africa to America. He sold 
them to the Spaniards in the West Indies. In 1619, a Dutch 
man-of-war came sailing up the James. The captain had 

199 




Sir John Hawkins. 



200 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The negroes -were more useful in the South than in the 
North. The colonists tried to prevent the slave trade, and it •was pro- 
hibited in 1808. 

brought from Africa some black men and women wlioni he 
had captured there. 

He offered to sell them to the colonists, who quickly bought 
them. This was the bef?innin2: of African slaverv in the 
colonies, and the pioneer of the slave trade. 

Many more negroes were brought here, and slavery soon 
spread through all the colonies. Most of these negroes were 
sold in the south, because they were needed there to work on 
the large plantations to cultivate tobacco, cotton, rice, and 
sugar. 

In the north, on account of the climate, and of the varieties 
of work for which it was thought the negro Avas not suited, 
there were not many slaves. 

At first they were brought from Africa, and an English 
company, in which the queen was interested, supplied our 
colonies with about three hundred thousand slaves before the 
Revolution, although the colonies tried to prevent the slave 
trade. 

It was prohibited by our government after January 1, 1808, 
but several thousands annually were, for some years, smuggled 
into the country, on account of the great [)r<)fit in tliis trade. 

2. OPPOSITION TO SLAVERY. 

There seemed to be a general feeling against slavei-y from 
the time it was first introduced. The old Continental Con- 
gress, when organizing tlie Northwest Territory in 1787, pro- 
vided that slavery should be forever proliibited there. But 



THE MISSOURI COMPROMISE. ^01 

LESSON. — The North opposed the admission of Missouri into the Union 
as a slave State. Under the Missouri Compromise, she >vas admitted, but 
slavery -was prohibited further north^vest. 



the slavery question did not trouble the people much until 
aftei- the war of 1812. 

When the Union was formed, seven of the States were free 
and six were slave States, but, at the close of 1819 there were 
eleven free and eleven slave States. Meanwhile the number 
of people ^vho thought slaveiy wrong had rapidly increased, 
until a party was formed to keep it out of new States and 
territories. 

AVhen Missouri applied for admission into the Union, the 
question of slavery in our new possessions 
caused a bitter quarrel. The South 
thought that each State should decide this 
matter for itself, while the North said that 
Congress could make laws to govern ter- 
ritories, and could say on what conditions 
they would be admitted as States. .^^^^^^^a^^ 

3. THE MISSOURI COMPROMISE. 

After this dispute had lasted for nearly Henry Clay, 

two years, and had roused a bitter feeling between the North 
and the South, the Missouri Compromise was agreed to in 
Congress mainly through the efforts of Henry Clay, and that 
settled matters for a short time. 

B}^ this agreement, Missouri was admitted as a slave State, 
but there was to be no slavery west of the Mississippi River, 
north of the southern l)0undary of Missouri. 

Up to this time, the dispute between the North and the 




202 



HAZEN'S ELEMENTARY HISTORY. 



LESSON— Opposition to slavery increased. The Abolition Party w^as 
formed to liberate the slaves. There was an insurrection of slaves in Vir- 
ginia. A general rising -was feared. Texas became a slave State in 1845. 

South had been about the admission of new States, Ijut as 
people thought more and talked more about slavery, a i)arty 
was formed in the North to liberate the slaves in the South. 

There were not many of these Abolitionists, but they were 
very active, and stirred uj) the i)eople by means of lectures 
and pamphlets sent through the mail. Some of their publi- 
cations advised the slaves to kill their masters in order to gain 
their freedom, ^vhile others called for an iirmy to march 
tlirough the S(-)uth to free the slaves. 

The negroes in the South heard almut 
this movement, and were greatly excited. 
In 1831, some slaves in Virginia, led by a 
negro named Nat Turner, ti'ied to gain their 
liberty. This alarmed the slaveholders, 
and showed them the danirer of a 2:eneral 
rising of the negroes through the South. 
y ^ \^^ ■" ^^ j^„^ j^j. |.}jg abolition movement increased, 

Zachary Taylor. the oi)[)osition to it ill the Noi'th also be- 
came more manifest. Meetings of Abolitionists were often 
broken up by mobs, their leaders assaulted, and the offices 
where their papers were published were destroyed. 

When Texas asked to be admitted into the Union as a slave 
State, the South favored it as a means of increasing their power 
in Congress, while both Democrats and Whigs in tlie North 
were generally against it. But, in 1845, enough votes Avere 
secured in Congress to admit her, and she was the last slave 
State that joined the Union. 




THE STORY OF SLAVERY. 



203 



LESSON. — By a new compromise, California was admitted as a free 
State ; slavery w^as not forbidden in New Mexico and a new fugitive- 
slave law was passed. 

All the territory taken from Mexico, except Texas, con- 
tained no slaves, but slaveholders would not settle in it unless 
they could take their slaves with them, while there was a 
strong feeling in the North against permitting slavery to gain 
a foothold in free territory. 

In 1849, California set up a government of its own, and ap- 
plied for admission into the Union as a free State. The South 
opposed the admission of California unless something was 
granted to that section in return. President Taylor, himself 
a slaveholder, favored its admission as 
a free State. 

Taylor died in 1850, and Vice-Pres- 
ident Fillmore succeeded him. Durino- 
his administration a new compromise 
was agreed to by Congress, under which 
California was admitted as a free State ; 
New Mexico and Utah were made ter- 
ritories without any reference to slavery ; 
slave trade in the District of Columbia Millard Fillmore, 

was forbidden ; and a new and more binding fugitive-slave 
law was passed. 

The new fugitive-slave law required all persons to aid in 
capturing fugitive slaves, and made a simple affidavit of a man 
sufficient to send into slavery any negro who was sho\vn to be 
the person claimed. 

This law was bitterly opposed in the North, and greatly in- 
creased the anti-slavery sentiment. In many cases the law 




204 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — Some States passed Personal Liberty Bills. Congress opened 
Kansas and Nebraska to all settlers, and allow^ed each new State to decide 
the question of slavery for itself. North and South contended for Kansas. 



was openly defied, and some States passed "' Personal Liberty 
Laws " to prevent negroes from being carried back until the 
usual legal steps were taken. 




4. THE KANSAS-NEBRASKA BILL. 

Everybody hoped that the extension of slavery had been 
settled T)v the Compromises of 1820 and 1850. But in 1854, 
during Pierce's administration, Stephen A. 
Douglas, a democratic senator from Illi- 
nois, renewed the discussion of shivery by 
introducing in Congress a bill opening the 
territory of Kansas and Ne])raska to set- 
tlers with or without slaves ; declaring that 
the people in each territory should settle 
such questions for themselves, and that 
each State should decide, when applying for 
admission into the LTnion, whether it would allow slavery or not. 
The l)i]l ^vas passed, and Kansas became the battle-ground 
on which North and South fought the first contests to decide 
Avhether slavery or freedom should triumpli. 

The anti-slaverv people in the North began at once to send 
large bodies of emigrants to Kansas, and provided them with 
arms, as well as with implements of agriculture, that they 
might overcome their enemies and conquer the soil. 

The free State men rapidly inci-eased in numbers, but were 
voted down at earlier elections by parties who lived in Mis- 
souri, and crossed into Kansas simply to vote. 



Franklin Pierce, 



A NEW PARTY. 205 

LESSON. — Rival governments -were fornied there, and \var followed. At 
last Kansas became a free State (1861). In 1856, the Republican Party 
vras formed to oppose slavery. In 1857, the Supreme Court decided that 
negroes w^ere property, and that Congress could not forbid slavery. 



The free State men refused to aece})t the results of such 
elections, but chose other law-makers. Thus rival govern- 
ments were formed, villages plundered, houses burned, people 
murdered and, foi' 3"ears, the whole nation was excited over 
the stories of the contest in Kansa.s. 

At last the free State men so clearly outnumbered all others, 
that Congress was obliged, in 1861, to admit Kansas as a 
free State. 

5. A NEW PARTY. 

The feeling against slavery had become so strong in the 
North that, in 1856, a new party, called 
Republican, was formed whose motto was 
'' Free soil, fi-ee speech, free men." This 
party carried eleven States for Fremont 
and Dayton, in 1856, but James Buchanan 
was elected President. . VTsSik .^A\. 

In 1857, the United States Supreme A vi^^oC^' 
Court increased the bitter anti-slavery feel- 
ing by deciding that negroes were not James Buciianan. 
citizens, but were property ; and therefore slaves, like other 
property, could be taken into any State. The Court also said 
that Congress had no right to forbid slavery in the territories. 

One of the leaders in Kansas during the contest there for 
the State, was John Bro^vn, a farmer from New York, who 
had gone to Kansas with his family to help win that State 
for freedom. 




206 HAZEN^'S ELEME^JTARY HISTORY. 

LESSON.— John Brown tried to free the slaves. He ■was captured and 
hanged. This increased the misunderstanding bet-ween the North and 
South. In 1860, Abraham Lincoln was elected President. 



He had become so excited by the slavery question that he 
believed it to be his mission to lead the slaves of the South 
in their fight for freedom. He persuaded a few followers that 
the time had come for this movement, and, with twenty-two 
men, seized the United States Arsenal at Harper's Ferry. 

He was soon captured, thirteen of his men were killed, and 
he, with six of his followers, were hanged by the authorities 
of Yirj>;iiiia. 

The South thought this was the beginning of a series of 
attempts to stir up the negroes to kill their masters, and 
naturally were greatly aroused by it, since the negroes out- 
numbered the whites in the slave States, 

The North pitied Brown as an honest fanatic, who was 
willing to die for what he thought to be his duty. The 
great body of the people in the North did not believe that 
slavery was right, and were not willing it should spread over 
new territories, though they never would have troubled slavery 
in the old States, either by law or by helping the slaves to 
free themselves. 

But as both North and South misunderstood each other, 
they naturally grew further apart every day. 

In 1860, the Republicans elected Abraham Lincoln of 
Illinois, President, and Hannibal Hamlin of Maine, Vice-Presi- 
dent, by the votes of every free State but New Jersey. 

Many people in the South believed that the election of 
Lincoln by a united North was the first step towards taking 
away the rights of the States and abolishing slavery. Some 



SECESSION. 207 

LESSON.— Some of the South believed the North would liberate the 
slaves. Several States seceded, formed a new government, seized the 
United States property, elected Jefferson Davis President, and prepared 
for vyar. Buchanan made no attempt to preserve the Union. 



of them were willing to wait to see what Lincohi would do 
but others favored immediate secession from the Union. 

6. SECESSION. 

Those who favored prompt action triumphed, and South 
Carolina passed the Ordinance of Secession on December 20, 
1860. Within a few months, Mississippi, Alabama, Florida, 
Georgia, Louisiana, and Texas also seceded. 

Before Lincoln became President these 
States formed the " Confederate States of 
America," and elected Jefferson Davis of 
Mississippi, President., with Alexander H, 
Stephens of Georgia, Vice-President. 

The Confederate government at once 
seized all property of the United States 
within its borders, and began to prepare Jefferson Davis. 

for war. Still, the North did not believe the South really 
meant to secede, and the South did not think the North would 
fight to keep them in the Union. Both parties were to be 
sadly disappointed. 

President Buchanan (1857-1861), denied the right of any 
State to secede, but hesitated to attempt to compel these 
States to remain in the Union. His cabinet ^vas divided 
and the United States government took no decided action 
until Lincoln became President. This delay was very benefi- 
cial to the South. 




PART IX. 



THE CIVIL AVAR 



1. ABRAHAM LINCX)LN. 



LESSON." Lincoln became President March 4, 1861. He was born in 
Kentucky, February 12, 1809. His family soon moved to Indiana. 



Abh.vii.v.m Lixcolx became President of the United States 
on March 4, 1861, in the midst of a crisis tlie most terril)le 
and dangerous the country had ever met. lie Avas almost 
unlviiown to most of the nation, but now it seems to us as if 
God had raised liim for the times. 

Lincoln came of good old Massachusetts stock. His gi-and- 

father, Abraham, had gone to 

Kentucky to seek a liome. 

Thomas, the youngest son, was 

a carpenter. After the fashion 

of tlie day he l)wilt for jiis 

house a rude but comfortable 

loor cabin, furnished it with 

Birthplace of Lincoln. rough chairs, tables, and bed, 

of his own make, and then married Nancy Hanks and took 

her to tliis home. 

There Al)rahain Lincoln, our President, was l)orn, February 
12, 1809. The family moved to Indiana when Abraham was 
about seven years old, and soon were settled down in a log 
cabin similar to the one they had left. 

There were not many schools near their home ; but Abraham 

208 




.r^l 



ABRAHAM LINCOLN. 211 

LESSON.— Lincoln had to work hard, but studied every spare minute. 
His father moved to Illinois. As farmer, storekeeper, surveyor, lawyer, 
he became popular, and was sent to the Legislature and to Congress. 



was anxious to learn all he could, and, after he once knew his 
letters and the nine digits, he read and studied and ciphered 
every spare minute he could find, A board served as a slate, 
and a burnt stick as a pencil, but he got along better with 
these than some of us do with our nice slates and pencils and 
copy books and pens. 

By and by his mother died, and his stepmother did all she 
could to help him in his studies, while his father gave him 
work enough to keep him busy. And so between his books 
and his plow and plane, he grew to be six feet four inches 
tall, with a mind that fitted his great awkward body. 

The family then moved into Illinois, and for a third time 
built their log-cabin home. But Abraham was then twenty- 
one years old, and began to work for himself. He labored on 
the farms, he tended in the little stores, he surveyed the land 
for the farmers, and was a very useful and popular man in the 
little settlement. Then he studied law and determined to be 
something more than a farmer's boy. 

As a lawyer he gained the confidence of the people, and in 
1834, he was sent to the legislature. As he became better 
known in the State, he was sent to Congress, where he boldly 
declared against the extension of slavery. But he gained the 
most reputation by his debates with Douglas, when canvassing 
Illinois for election as United States Senator. 

He was ungainly in appearance, and not at first prepossessing, 
but when people learned to know him and understood his 
honest, kindly nature, and heard his clear, simple, exact state- 



212 



HAZEN'S ELEMENTAK\ HISTORY 



LESSON.— He opposed the extension of slavery, and, as President, de- 
termined to maintain the Union. April 12, 1861, the Confederates captured 
Fort Sumter, and war began. At Bull Run, the Union forces were defeated. 



iiH'iits, tliey began to see his fitness for the great Avork to 
wliich he had been called. 

President Lincoln at once took the position that the Union 
was one and inseparable, and the people of the North agreed 
\vith him. Still, he hoped at fii'st that some compromise might 
bring back the seven sistei's without a war. 

2. FORT SUMTER. 

But down in Charleston Harbor one foi't, Sumter, had re- 
fused to yield to the Confederates. On 
April 12, 1861, Beauregard, the Confederate 
Genei-al at Charleston, threw shot and shell 
into the fort for thirty-six hours, when, 
helpless and on fire, it was given up by its 
gallant commander. Major Robert Anderson. 
The ne^vs of the battle was flashed over 
the land. It brouoht Virmnia, North Caro- 
Una, Tennessee, and Arkansas into the Con- 
federacy, and united the North in the I'esolve to keep the 
Union without the loss of a single star. 

And then the war began in earnest. Great armies were 
raised and ecpiipped, and for four long, bloody years fearful 
battles were lost and won. 

3. THE NORTH AND THE SOUTH. 

The first l)attle of the war was at Bull Run (July 21, 1861). 
At first the Union forces drove back the Confederates. Their 




Stonewall Jackson. 



THE NORTH AND THE SOUTH. 215 

LESSON. — Lee t-wice invaded the North, but was driven back defeated 
at Antietam and Gettysburg. The South was on the defensive and had 
some advantages, but the North had the navy, more men, and greater 
resources. 

advance was checked by " Stonewall " Jackson, who held his 
men in position until Confederate reinforcements arrived. 
Then the Union army was beaten back in disorder. 

The fighting was mostly in the South. Twice General Lee 
invaded the North, only to be driven back at Antietam by 
General McClellan, and at Gettysburg by General Meade after 
closely contested battles, with great loss. 

But generally the South was on the defensive, which gave 
it the advantage of knowing the ground, of being surrounded 
by friends, and of being able to transfer 
forces quickly from one point to another 
for defense or attack as needed. 

The South was also able to put a large 
proportion of its men in the field, as the 
slaves worked the plantations faithfully. 

The North had still greater advantages 
in controlling the navy, as well as in men George B.lki(> 

and resources. In fact, the navy greatly cieiian. 

aided in bringing about the final result, since it blockaded the 
coast so that the South could not ship its cotton abroad to get 
money to pay the expenses of the war, nor could it obtain 
supplies from other countries. 

For this reason it soon became difficult to buy many common 
articles of food and clothing in the South. But the people 
tried to get along without them. 

Cereals were roasted and used instead of coffee ; a variety of 
herbs took the place of tea ; the women again wove cloth, and 




216 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The blockade caused the South to suffer. The Confederates 
gathered at Richmond ; the Union forces, at Washington. To be victori- 
ous, the North must control the Mississippi, blockade the coast, and cap- 
ture Richmond. 

rich and poor alike were clothed in the homespun garments of 
the olden time. 

But there was little complaint from the men in the field or 
from the women at home. With the endurance of our Revolu- 
tionary ancestors they bore these hardships as part of the 
necessary evils of a war Avhich they believed to be righteous 
and just. The Confederates soon gathered a large army at 
their capital, Kielimond, while the Union forces were collected 
around Washington. 

4. THE TASK SET FOR THE NORTH. 

The war had hardly begun before it was clearly seen that 
to be victorious, the North must do three things. First, it 
must control the Mississippi River to its mouth. This would 
separate Texas, Arkansas, and Louisiana from the rest of the 
Confederacy, and shut off the supplies of beef and other neces- 
saries that were furnished by these States. 

Then, second, the navy must so blockade the coast as to 
prevent all ocean trade with the South. This was done as 
well as could be expected on a long coast that offered so many 
opportunities to avoid the blockading fleet. 

Third, Richmond, the capital of the Confederacy, must be 
taken, and its army captured or destroyed. 

5. THE CONTROL OF THE MISSISSIPPI. 

It took nearly two years for the North to gain control of 
the Mississippi River. A beginning was made from the 



THE MISSISSIPPI. 217 

LESSON. — Grant and Foote captured Forts Henry and Donaldson. 
Grant and Buell defeated Johnston at Shiloh, Island Number 10 surren- 
dered, and the river was gained as far as Fort Pillow. Farragut took New- 
Orleans. 

North. General Grant ^vitli his army went along the river 
bank, and Commodore Foote with his gunboats was ready to 
help liiiii. 

They took Forts Henry and Donaldson and about 15,000 
prisoners, with a great amount of arms and supplies. This 
forced the Confederates to leave Kentucky and lost to them 
nearly all of Tennessee. 

But they were not Avilling to abandon this territory without 
a sti'uggle, and General Albert Sidney 
Johnston, with a powerful army, attacked 
Grant's forces at Shiloh (April 6, 1862). 

For two days the battle raged. At first 
the Confederates drove Grant back, l)ut 
General Buell joined the Union forces with 
reinforcements, and the Confederates re- '^ y^ 
treated. Island Number 10 surrendered Commodore Farragut. 
the next day to Commodore Foote, and the river was gained 
as far as Fort Pillow. 

While Grant and Foote were slowly making their way down 
the Mississi[)pi, Commodore Farragut, aided by General Ben- 
jamin Butler with a small army, undertook to capture New 
Orleans. 

There were some very strong forts below New Orleans that 
Farragut could not take, and so at the risk of losing his fleet, 
he boldly steamed past them, destroyed the Confederate ships, 
and captured the city (April 25, 1862). 

Then he sailed up the river, took Baton Rouge and Natchez, 




21S HAZEN'S ELEMENTARY HISTORY. 

LESSON.— He took Baton Rouge and Natchez, and joined Grant at 
Vicksburg, ■which surrendered July 4, 1863. Port Huron yielded, and the 
North controlled the Mississippi. The Confederates covered the Merri- 
mac Avith iron. 

and joined the Union forces at Vicksburg, which, with Port 
Hudson, alone remained in the hands of the Confederates. 

For forty-seven days Vicksburg resisted all attempts to 
capture it, but at last, worn out by fighting, and watching and 
work, and \veak ^vith hunger, the braxe army of over thirty 
thousand men surrendered (July 4, 1863). 

Port Hudson was soon compelled to yield ; the Union forces 
held tlie Mississippi down to its mouth, and the Confederacy 
was divided. 

6. THE BLOCKADE. 

The Confederates were always planning to break the 
blockade. They had bought English vessels and sent them 
out as privateers, which had done our commerce great damage. 
Ships also now and then ran the blockade and brought sup- 
plies in exchange for cotton. 

But the Confederates were not satisfied with these results. 
They wanted a navy that would not only break up the 
blockade, but would attack the great Northern seaports and 
destroy or lay them under tribute. 

7. THE MONITOR AND THE MERRIMAC. 

When the Confederates took possession of the navy yard 
at Norfolk, Virginia, they found there the old frigate 
Merrimac. First they cut off a good deal of its upper works. 
Then they covered its sides with iron, and fastened a strong 
iron beak to its prow, to run into and sink the enemy's ships. 



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THE MONITOR AND THE MERRIMAC. 221 

LESSON. — It attacked the wooden fleet at Hampton Roads and sank 
the " Cumberland." The shot and shell from the Union fleet did not harm 
her. The little iron-clad " Monitor " met her and defeated her. 



At this time the great battleships of the world were made 
of wood. In Hampton Roads near the navy yard lay the 
Union fleet of wooden vessels. 

When the Merrimac^ or Virgiiiia^ as the Confederates had 
named her, was fully ready, she steamed slowly out into 
Hampton Roads and approached the sloop-of-war Cumber- 
land. 

The Union fleet poured a torrent of shot and shell on her 
armored sides without doing her any harm, while she struck 
the Cmnherland with her iron prow and sank her with all her 
crew. Then the MerrimaG\Nent back to Norfolk to get ready 
to destroy the rest of the fleet on the morrow. 

At this time a queer little craft that looked " like a cheese- 
box on a raft," was quietly steaming along the coast from 
New York to Hampton Roads, where it arrived after the 
Merrimac had gone back to Norfolk. 

Entering the Roads, this little iron-clad Monitor^ with only 
two guns in her revolving tower, waited for the return of the 
Merriinac. 

In the morning, as the Merrimac came down to com- 
plete her work of destruction, the Monitor boldly darted 
out to meet her. Then began a battle that changed 
the navies of the world from wooden ships to great iron- 
clads. 

For two hours the contest raged, and then the Merrimac 
retired to Norfolk and never again appeared. 



222 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The Confederates still held Richmond, but the South grew 
Aveaker. The slaves were useful to their masters. Lincoln declared them 
free on January 1, 1863. Two Confederate armies w^ere yet to be captured. 



8. THE CAMPAIGN AGAINST RICHMOND. 

The campaign against Richmond was begun almost as soon 
as war was declared. The Confederates under General Joseph 
E. Johnston, and, later, under General Robert E, Lee, success- 
fully defended the city against the Union armies. 

Tlie Confederates were not satisfied to act always on the 
defensive. They often attacked the Union forces, and battle 
after battle was fought with varying results, but the city was 
never in danger. 

The South, however, was gradually growing weakei-, and 
was suffering for supplies, while it became more and more dif- 
ficult to obtain soldiers to fill the ranks of its armies. 

Some slaves had run away from their masters and come 
into the Union lines, but many more were faithful to their 
owners. They worked the large plantations, and often were 
used in building fortifications for the Confederate armies. 

President Lincoln issued a proclamation (September 22, 
18(i2), declaring all the slaves free on January 1, 1863. 
This gave the slaves a standing as citizens and many joined 
the Union armies. It also gained more support in Europe for 
the Union. 

Still, in 1864, there were two strong Confederate forces to 
be overcome. One was the army of Virginia under General 
Lee, and the other was commanded by General Johnston in 
Georgia. 

Early in this year, General Ulysses S. Grant was put in 



THE MARCH TO THE SEA. 223 

LESSON.— In 1864, Grant took command of the United States armies 
Sherman was ordered to march from Atlanta to the sea. He captured 
Savannah, Columbia and Charleston. This left the South without a sea- 
port. 

command of all the Union forces, and took charge of the Army 
of the Potomac in its campaign against Richmond. 

9. THE MARCH TO THE SEA. 

General AVilliam Tecumseh Sherman was given command in 
the South, with orders to take Atlanta, and then to march 
eastward to Savannah, through the granary of the Confederacy. 

He at once moved South from Chattanooga and captured 
Atlanta, Then he started on his celebrated 
"March to the sea," three hundred miles 
away. 

The Union army numbered but sixty 
thousand soldiers. It cut loose from all 
communication, and, with only ten days' 
provisions, advanced in four columns on - n^ 
its dangerous march. 

Weeks passed, and no news from Sher- Gen. w. T. Sherman, 
man reached the waiting North. The people began to grow 
uneasy and anxious. He was in the midst of enemies, who 
would do all they could to destroy him. Suddenly the words 
flashed North over the wires, " Sherman has taken Savannah " 
(December, 1864). 

On February 1, 1865, Sherman marched northward fi'om 
Savannah. Columbia was captured on February 15, and 
Charleston was abandoned by the Confederates the next day. 

This left the South without a single port on the Gulf or 
Ocean. 




224 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Grant gradually closed in on Richmond. Sheridan's cavalry 
cut off its supplies. Lee's army fled South to meet Johnston's. Grant 
pursued. Lee surrendered on April 9, 1865, and Johnston on April 26. 

10. RICHMOND TAKEN. 

Meanwhile Grant had been gradually closing in on Rich- 
mond. General Philip H. Sheridan, whose brilliant deeds 

would fill a volume, Avas sent witli a 
large cavalry force down the Shen- 
andoah valley to Staunton. He de- 
stroyed the railroads that brought su^i- 
plies to Richmond. Then he Avas or- 
dered to the southwest of Petersl)urg 
to harass the enemy and keep supplies 
aAvay. 

Lee now saw that his condition was 
hopeless. He determined to abandon 
Richmond and hui-ry south to meet Johnston. 

On the night of April 2, the Confederates fled from Peters- 
burg and Richmond. Grant followed hard after the retreat- 
ing army. 

Seeing that fui'ther resistance would be useless, General Lee 
surrendered at Appomattox Court House, xlpril 9, 1865. Gen- 
eral Grant sent the Confederate soldiers back to their homes, 
and gave them their horses to use on their farms. 

AVIien General Johnston heard that Lee had surrendered, 
he knew the war was ended. On April 26, he yielded to 
General Sherman, receivins; the same terms that were s^ranted 
to Lee. By the last of May all armed resistance to the Union 
forces ceased. 




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MAP OF THE 

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LINCOLN ASSASSINATED. 227 

LESSON. — The war was over. The Union was preserved, but Lincoln 
the Great w^as shot April 14, 1865, and died the next day. Lincoln and 
Washington are preeminent in our history. 



11. LINCOLN ASSASSINATED. 

While the country was rejoicing at the return of peace, 
President Lincoln was shot by John Wilkes Booth (April 14, 
1865), and died the next morning. 

Sorrow filled the land, and emblems of grief were entwined 
with the white wreaths of peace. Lincoln had grown into 
the hearts of his people, even more than they knew, till death 
took him. The South mourned with the North, for they felt 
that he was their friend. 

They knew that, during the entire war, his heart was filled 
with sorrow for the ruin and desolation caused by the bitter 
conflict, and that his sympathy reached every mourning fire- 
side. They had read in the tender, masterful conclusion of his 
Second Inaugural Address, these words : " With malice toward 
none, with charity for all, with firmness in the right as God 
gives us to see the right, let us strive on to finish the work we 
are in ; to bind up the nation's wounds ; to care for him who 
shall have borne the battle, and for his widow and orphans ; 
to do all which may achieve and cherish a just and a lasting 
peace among ourselves and with all nations," and they believed 
he would deal wisely and justly with the South. 

As the years have passed since his death, his greatness has 
become more and more evident to the world, until to-day 
Washington and Lincoln stand together, preeminent in our 
history. 



PART X. 



THIRTY YEARS OF PEACE. 



1. PROSPERITY AND GROWTH. 



LESSON. — The -war ■was followed by thirty years of peace. President 
Johnson pardoned all Confederates. The South was poor, but rapidly be- 
came prosperous. The North also built up great industries. 

The story is now of peace that lasted more than thirty 
years. Hardly was the war ended when the veterans of North 
and South returned home to become again peaceful citizens. 

On Christmas day, 1868, President Johnson issued a pardon 
for all who fought against the Union, and no Confederate 
soldier was punished. The contest was 
henceforth to be in field and shop and 
forum, for a united country. 

The South began this contest under many 
disadvantages, for the war had left her 
people poor, and they had to learn llo^v to 
adapt themselves to the new order of things 
Avhicli followed the abolition of slavery. 
But during this long pei-iod of peace she 
greatly prospered. Not only did she raise larger crops of her 
staple products, but she built new railroads, established new 
industries, and grew more prosperous than ever before, while 
the Avhole country rejoiced with her in her successes. 

Nor was the North a laggard in the race, as the record of her 

great factories and mills and farms and schools will prove. 

228 




Andrew Johnson. 



SOME HINDRANCES. 



229 



LESSON.— Before 1897, nine more States were admitted to the Union, 
and Alaska, rich in seals, forests, and mines, -was bought from Russia. 
Disasters did not hinder our progress. 




R. B. Hayes. 



During the administratious of Andrew Johnson (1865- 
1869), Ulysses S. Grant (1869-1877), Rutherford B. Hayes 
(1877-1881), James A. Garfield and Ches- 
ter A. Arthur (1881-1885), Grover Cleve- 
land (1885-1889 and 1898-1897), and Ben- 
jamin Harrison (1889-1893), Nebraska 
(1867), Colorado (1876), North Dakota 
(1889), South Dakota (1889), Montana 
(1889), Washington (1889), Idaho (1890), 
Wyoming (1890) and Utah (1896), were 
admitted into the Union, and the great 
territory of Alaska was bought from Kussia. 

This territory contains nearly six hundred thousand square 
miles. The Aleutian Islands in Behring Sea, that belong to 
it, are the home of large numbers of seals, while fur-bearing 
animals are found on the mainland. It is 
rich in immense forests, and its mines have 
draw^n thousands of adventurers there, 
who have gained a large amount of gold. 

2. SOME HINDRANCES. 

In general, the history of these thirty 
peaceful years was one of rapid growth 
Chester A. Arthur. ^j^^| q£ great prosperity. There were 
some dreadful disasters that for a time cast a gloom over the • 
nation, but even these did not hinder its progress. 

On October 8, 1871, the greatest fire of modern times 




230 



HAZEN'S ELEMENTARY HISTORY. 



LESSON. — Afire s^wrept Chicago (1871), but a greater city rose from the 
ruins. Boston suffered (1872), but erected more elegant buildings. The 
Indians made some trouble. President Garfield was assassinated (1881j. 




raged in Chicago. It destroyed twenty thousand buildings 

made one hundred thousand people homeless, and burned 

$200,000,000 worth of property. But the courage of the 
citizens was greater than the fire, and, 
aided by the gifts and sympathy of the 
whole nation, a greater city soon rose 
out of its ruins. 

In December, 1872, a similar fire swept 
over Boston, Massachusetts. About 
sixty-five acres were burned, and solid 
buildings of stone and brick went down 
before the flames like houses of pine. 
Grover Cleveland. About $30,000,000 worth of pro[)erty 

was destroyed ; but soon new and more elegant buildings 

replaced those that were burned, and the city prospered more 

than before. 

The Indians now and then made trouble, 

and, in 1876, attacked a body of cavalry led 

by General Custer, and massacred every 

one of them. 

On July 2, 1881, President Garfield was 

assassinated in the railway station at Wasli- 

inccton. For weeks he cluno; to life and the 

hopes and prayers of the nation followed Benjamin Harri.son. 

him to the sea coast, where he was carried in the vain hope 

that there he mio-ht ii-ain new strength. But the skill of man 

was of no avail, and he died on September 19. 




LABOR TROUBLES. 231 

LESSON.— Johnsto'wn was destroyed by a flood (1889), and Galveston 
•was almost ruined by a tidal wave (1900). The claim of the workmen- 
for more wages caused trouble. 




An awful disaster destroyed Johnstown, Pennsylvania, in 
May, 1889. A great reservoir above the town burst its banks 
and poured down a resistless flood of waters that swept more 
than three thousand people and $10,- 
000,000 worth of property to a common 
destruction. 

On Sunday, September 9, 1900, the 
city of Galveston, Texas, was almost 
destroyed by a powerful tidal wave 
produced by a tropical hurricane. The 
city was built on a long, narrow island, "^ V 

and, being exposed to the open gulf, was General Garfield, 

covered by the waves. About seven thousand lives were 
lost, and $30,000,000 worth of property was destroyed. But 
the energy of the survivors and the gifts which poured into 
the ruined city from every state, soon brought order from 
chaos, and the city was rapidly rebuilt. 

3. LABOR TROUBLES. 

The most serious troubles, and those that affect most the 
future of this country, are the disputes between the laboring 
classes and their employers. As vast corporations were formed 
controlling nearly every form of industry, even to transporta- 
tion and the natural products of the earth, the laborer began 
to believe that he was not getting a fair share of the result of 
his work. 

To protect the interests of the working men and women, 



232 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— There were serious conflicts between workmen and their 
employers. Strikes occurred, leaders were blacklisted, boycotts were 
declared, and foreign labor w^as imported. Riots ensued, and troops w^ere 
used to protect property. 

various labor organizations were formed whose power and 
influence -vN'ere known and felt everywhere. 

Generally, differences between the Avorkmen and the em- 
ployers were settled by mutual concessions, but sometimes 
neither side would yield any part of its claims. Tlien the 
laborers would i-ef use to work, and often would try to pre\eiit 
other workmen from filling their places. 

The employers then "blacklisted" the leaders in these 
troubles, and sent their naiiic-^ to other employers, who refused 
to give them work. The Unions resented this by urging 
everybody not to buy anything made by these peo[)le, or to 
have any dealings whatever with them. The employers in 
turn brouglit foreign laborers here, who were not members 
of Labor Unions, and who would \voi'k for low wages. 

Many strikes of alarming proportions were engaged in, and 
there were riots in several cities. The most serious of these 
troubles were the Chicago strikes in 1880, the railroad strikes 
of 1877, the Homestead strikes in 1892, the Pullman, railroad, 
and coal miners' strikes in 1894, and the strike of the steel 
workers in 1901, and the coal miners' strike in 1902. 

The leaders of the various labor organizations wisely dis- 
couraged the use of force in these strikes, but among the many 
unemployed there are always enough ready to stir up riots 
and destroy property. In most of the strikes mentioned State 
militia was called out, while in some. United States troops 
were used to protect life and property. 



PART XL 



THE SPANISH-AMERICAN WAR (1898). 

1. THE CAUSE— CUBA— THE MAINE. 

LESSON. — Spain had ruled Cuba cruelly for centuries. In 1868 and in 
1895, Cuba revolted. 

Near our eastern coast lies the beautiful island of Cuba, 
the " Pearl of the Antilles." Spain discovered and ruled it 




^^^m$:<y:i- 



Santiago Harbor, 

for about four hundred years, cruelly and selfishly, as she did 

all her colonies. 

In 1868, the Cubans rebelled and fought the Spanish for 

ten years, when they accepted Spain's promises of better 

treatment, and made peace. But these promises were not 

kept, and, in 1895, Cuba again revolted. 

235 



236 



HAZEN'S ELEMENTARY IIlsTOIlV 



LESSON. The war that followed was brutal. The United States sym- 
pathized w^ith Cuba. In 1898, the Maine w^as destroyed at Havana. Our 
government demanded Cuba's freedom, and Spain declared war. 



The Spanish carried on tliis wav very brutally. They forced 
planters and farmers to leave their homes, abandon their 
ci'ops, and encamp near places where Spanish troops could 
watch them. There they died by thousands, of disease and 
hunger, " This," said President McKinley, " was not civilized 
warfare. It was extermination." 

Our people sympathized with the Cubans, and wanted to 




AVreck of Uie I\I;iiiie 



help them, but our government hesitated to act, until its in- 
terference would be clearly wise and just. 

Early in 1808, President McKinley (1897-1901) sent the 
battleship Maine to Havana to look after our interests in 
Cuba. While lying j)eacefully at anchor she was blown up 
and sank \\\i\\ nearly all her cre\v. 

Our people thought that she was destroyed by the Spanish, 
although this was never proved, and public opinion soon 
forced our government to demand the freedom of Cuba. 
Spain resented this action and war began. 



MANILA. 



289 



LESSON.— Commodore Dewey captured or destroyed the Spanish fleet 
at Manila (May 1, 1898), and that city soon surrendered. Cuba was 
blockaded. 

2. CAPTURE OF MANILA— DEWEY. 

Away off in the Pacific Ocean not far from China, lies a 
group of islands called the Philippines. They were Spanish 
possessions, and were of \'alue as a naval 
station where fleets in that region could 
refit. - 

Orders were at once sent to Commo- 
dore George Dewey, who commanded 
our fleet at Hong Kong, Cliina, to cap- 

ture or destroy 

the Spanish 

fleet at Manila. 



George Dewey. 

On Sunday morn- 
ing. May 1, 1898, he entered the har- 
bor of Manila, silenced the shore 
battei'ies, and .captured or destroyed 
every vessel without losing a man. 
Soon afterwards the city surren- 





Major-Gen. Merritt. 



dered, and Span- 
ish rule in the 
Pacific was end- 
ed. The land forces at Manila were com- 
manded by Major- General Merritt. 

A partial blockade of Cuba was or- 
dered by our government, to keep supplies 
from the Spanish army. Spain sent a 
fleet there, which, for awhile, evaded 




W. T. Sampson. 



our navy, but was finally found in the harbor of Santiago. 



240 



HAZEXS ELEMENTARY HISTORY. 




in 



LESSON. The Spanish fleet at Santiago was destroyed by our ships 
(July 3, 1898 1, and Santiago surrendered. Before Porto Rico w^as taken, 
peace was declared. 

On Suuday morning, July 3, Admiral Cervera led the 

Spanish fleet in a desperate attempt to 

escape from the American ships which, 

commanded by Admiral W. T. Sampson 

and Commodore AV. S. Schley were out 

side the harbor waiting for him. 

The Americans pursued him, aiK 

less than four 

hours, destroyed 

every one of the 

enemy's ships, 

with a loss of one American killed 

and two wounded. 

An army 

under Gen- 

ei'al Shafter 

was at this time advancing against 

the city of Santiago, wliich, after the 

defeat of Cervera, surrendered. 

A small force under JMajor-Ciien- 
eral Miles was sent to capture Porto 
Kico, It was welcomed ])y the in- 
habitants, and tlie Spaniards retreated 
before it, Ijut [)eace was then declared and the fighting ceased. 

3. PEACE DECLARED. 

Spain, finding further resistance useless, then asked for 
peace, and a treaty was signed on December 10, 181)8. Spain 





)15 

Wni. R. Shatter. 



^~>.. 



Nelson A. Miles. 



TROUBLES IN CHINA. 



243 



LESSON.— Spain gave up Cuba and ceded to us the Philippines and 
Porto Rico. The Hawaiian Islands were annexed in 1898, and Tutuilla 
in 1899. The Boxers were repressed in China in 1900. 



gave up Cuba, and ceded to us Porto Rico and a few other 
small islands in the AVest Indies, the island of Guam and 
the Philippine Islands in the Pacific Ocean. 

In 1898, the Hawaiian Islands were, at their own re- 
quest, annexed to the United 
States. In 1899, we acquired 
Tutuilla, the largest of the Sa- 
moan Islands, with the finest 
harbor in the South Pacific. 

4. TROUBLES IN CHINA. 

In 1900, there was a con- 
certed attempt on the part of a 
body called Boxers, aided by a 
part of the Chinese Govern- 
ment, to drive all foreigners 
from China. Missionaries were 
attacked and killed, along with 
thousands of native converts. 
Even the foreiorn leafations were 
assailed at Peking, and the 
German minister was murdered 







Scene in the Hawaiian Islands. 

The United States joined 
with the leading nations of Europe in forcing China to repair 
the wrongs done, and to treat foreigners properly. The united 
forces marched to Peking, rescued the besieged legations, and 
compelled China to yield to their demands. Articles of agree- 
ment were signed and peace was declared in 1901. 



PART XIT. 
THE TWENTIETH CENTURY. 

1. NEW CONDITIONS. 

LESSON. — At the close of the nineteenth century the United States 
had become a world po'wer. Expansion had brought under its control 
many islands in the Atlantic and Pacific Oceans. 



The beginning of the twentieth century found the United 
States occupying a new condition in regard to the world at 
large. For more than a century the nation had been growing 
rapidly, but its grow th ^^■as confined to this continent. F'rom 
the small beginning of thirteen states, the Union had become a 
great and powei'ful nation of forty-five States and six Terri- 
tories, reaching from ocean to ocean, which seemed to be its 
natural eastern and western boundaries. 

But in the hitter part of the iiineteentli century, there was 
a great change of conditions. The nation had greatness thrust 
upon her. The results of the kindly act in behalf of down- 
trodden Cuba, Avere greater and more important than those of 
any other peiiod since the civil wai*. " Expansion '' liad come 
uninvited, and had brought with it new duties and great 
responsibilities. 

The United States had become a World Power with valu- 
able dependent possessions in the far off Pacific and in the 
Atlantic. The Philippines, peopled with many tribes in 
various degrees of civilization ; the Ha^vaiians ; the inhabitants 
of fair Porto Rico and of other smaller islands had come under 
our care, and it became our dutv to so deal with them as to 



NEW CONDITIONS. 247 

LESSON.— New conditions brought new duties. Cuba was prepared 
for self-government, and a Republic was established. There was some 
trouble in the Philippines. 

benefit each and all, and thus to show that there is no respon- 
sibility too great to be borne by a united Republic. 

The United States began the twentieth century as the lead- 
ing nation in the Avorld. Our favor was courted and our 
influence sought by the great nations of Europe. Our history 
seemed like a fairy tale. Our growth almost passed belief. 
Our wealth was too great to be reckoned. The future prom- 
ised still greater results. 

2. CUBA AND THE PHILIPPINES. 

As soon as the war with Spain was over, the United States 
began the work of preparing Cuba for self-government. 
Schools were established, the people were taught to observe 
sanitary rules, roads and streets were improved and properly 
cared for, and, as far as possible, the Cubans were allowed to 
govern themselves. In 1902, an election was held, a Republic 
was established, and in due course of time all control was 
turned over to the new government by the United States. 
A treaty was negotiated with the new Cuba which was ex- 
pected to be beneficial to both countries by bringing them 
closer together in the bonds of trade. 

Apart of the Philippines demanded complete independence, 
and under a leader named Aguinaldo, tried to drive the 
Americans from Luzon. Most of the islands were, however, 
glad to come under the control of our government, and the 
insurgents were defeated in their attempts, although they 
for some time carried on an irregular warfare. There was 



248 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— There was considerable opposition in the Philippines and 
in the United States to our retaining these islands. 

considerable opposition in America to our keeping these pos- 
sessions against the wishes of their inliabitants. And besides 
tliis, it was <'laiined that if we lield the Pliilippines we should 
pr()bal)1y be di'awn into trouble with European nations, whose 




Volcano of Mayon, Philippine Islands. 

interests in the far East might conflict with ours. The re- 
election of President McKinley, in 190(», seemed to prove that 
the people thonght best to retain and govern all of our new 
possessions. The troubles in China showed the importance to 
us of the Philippines. 



DEATH OF Mckinley. 251 

LESSON.— The Friars owned much of the land. The people were not 
accustomed to fixed laws. The rebellion w^as subdued, the people were 
educated, and became friendly, and control of the land was obtained. 
President McKinley was shot at Buffalo. 



It ^v^'^s a very difficult matter to control so maiiy difi'erent 
tribes that had never been subject to any fixed laws. Spain 
had nominally governed the country, but really had little 
power over most of the islands. The warm climate and fertile 
soil had tended to make the natives indolent, while much of 
the land was conti'olled by Friars. These things made it more 
difficult to develop the countiy, to educate the people, to 
promote industry, and to establish peace and prosperity eveiy- 
where. 

But the people soon saw that "we were their friends, Agui- 
naldo was captured, and the country began to yield to our 
good influence. Negotiations were successfully carried on 
with Rome for control of the Friars' lands, wise laws were 
made, and the islands gradually accepted the new conditions. 

3. DEATH OF McKINLEY. 

Great as men may be, a true Republic is greater still. One 
administration succeeds another, but the people always rule. 
Thus when a great calamity came upon our nation and the 
whole country was moved, the foundations of government 
remained firm. 

For a third time our beloved country lost a President 
l)y the hand of an assassin. William McKinley, while greet- 
ing the immense crowds that gathered to see him at the Pan- 
American Exposition of 1901, at Buffalo, Ne^v York, was 
shot September 6, by Leon F. Czolgosz. After eight days of 



252 IIAZEN'S ELEMENTARY HISTORY. 

LESSON.— The great expositions held at Philadelphia, Chicago, Buffalo, 
and St. Louis, brought our products and inventions before the world, en- 
couraged our people and helped to build up trade. 



suffering, he died on September 14, 1901. His last words 
were " It is God's way. His will be done ; not ours." 
His tragic death greatly moved the nation, for his domestic 
and public life had alike endeared him to the people, and he 
was universally beloved and respected. Theodore Roose- 
velt the Vice-President succeeded to the Presidency. 

4. OUR GREAT EXPOSITIONS. 

The Pan-American Exposition was held at Buffalo, New 
York, from May 1, to November 1, 1901. Its object was to 
bring closer together all America in friendly trade and com- 
petition. The two great national fairs — The World's Cen- 
tennial Fair at Philadelphia, in 1876, and the World's Colum- 
bian Exposition at Chicago in 1893 — previously held, shared 
with that at Buffalo in bringing the products and inventions 
of our country before the world. 

Early in the new century, St. Louis planned to hold a Uni- 
versal Exposition in commemoration of the " Louisiana Pur- 
chase," to be ready on May 1, 1903. The opening was, how- 
ever, put off for a year, to give sufficient time to complete the 
work so as to ensure the greatest success. All the nations of 
the Avoi'ld were invited to bring their choicest offerings, and 
every effort was made to show the world's wonderful progress 
in the Arts and Sciences, as well as our own resources. The 
exposition grounds contained eleven hundred and eighty acres, 
including two hundred and fifty acres that were covered with 
buildings. In ui'cliitectiire and splendor as well as in its 



ARBITRATION. 253 

LESSON.— The coal miners' strike caused much loss and suffering. It 
was settled by an arbitration commission appointed by President Roose- 
velt. The rulers in Europe disliked our Republic. 



artistic arrangements and the completeness of the exhibits, 
this exposition will hold a high rank. Such expositions are 
" the time-keepers of progress " and are of great and lasting 
benefit to our country and the world. 

5. ARBITRATION, 

In 1902, the anthracite coal miners of Pennsylvania began 
a strike that brought great loss and suffering to the nation. 
For many months but little anthracite coal was mined. The 
supply in the towns and cities was nearly exhausted. Rail- 
I'oads, mills, and manufacturing establishments were obliged 
to use soft coal or to stop Avork. The price was so high that 
the poor could not buy it, and when cold weather set in, 
there was much suffering. 

Both the employers and the miners -were determined not to 
yield, and there seemed no prospect that the strike would end, 
when President Roosevelt asked the contending parties to 
declare a truce, resume work, and let certain persons, whom 
he named, decide what was right and just in the matter. His 
plan was accepted; the mines were o]3ened; the Board of 
Arbitration met and gave their decision, Avhich was accepted 
l)y all. A settlement was thus l^rought about that seemed to 
promise a permanent j^t^ace. 

6. THE MONROE DOCTRINE. 

In the olden times there were a few Republics, but nearly 
all of the great nations were ruled by kings and queens. 



254 HAZEN'S ELEMENTARY HISTORY. 

LESSON— Spanish colonies in South America set up Republican gov- 
ernments. We feared Europe w^ould help Spain to conquer them. The 
Monroe Doctrine -would not permit European control of independent 
colonies on this continent. 

When our ancestors formed a Republic in this country, the 
rulers in Europe were unfavorable to it, since, if it proved 
successful, it might set their people to thinking that it would 
be better for them to govern themselves. 

At that time, Canada was an English colony and nearly all 
of South America was under Spanish conti'ol. Our success 
in getting along without the help of kings and queens, soon 
became \vell known all over America, and, one by one, the 
Spanish colonies l)egan to try to free themselves from the op- 
pressive rule of Spain, and to become Republics like the 
United States. 

This made the monarchs of Europe anxious and uneasy, 
lest so many Republics here would prove that people generally 
could take care of themselves, and when Spain Avas not able 
to subdue her rel)ellious colonies, the other European nations 
were ready to help her. The leading nations of Europe had 
already formed an alliance with the apparent purpose of aid- 
ing one another in putting down rebellion at home, and our 
people feared that this alliance would send soldiers to South 
America to help Spain subdue her colonies. 

Now it would not have been right for us to allow the rulers 
of Europe to destroy the little weak Republics south of us, 
and President Monroe thouglit that this should be so stated 
that the world Avould know that we would not allow foreign 
rulers to ruin our neii2:hbors. He therefore in a messas^e to 
congress (1823), said that we would not interfere with the 



THE MONROE DOCTRINE. 257 

LESSON. — France set up an empire in Mexico. The United States 
forced her to ■withdraw her armies. The troubles of Great Britain and 
Germany w^ith Venezuela ■were settled through our good services. 



political affairs of Europe, nor with the existing European 
colonies in this country, but that any attempt to control those 
colonies that had become independent, would be considered 
by the United States as an unfriendly act, and that European 
powers should not try to colonize any part of America. 

This statement is called the " Monroe Doctrine " and our 
people have accepted it as binding upon us, while European 
nations have generally observed it, and when trying to evade 
it, have failed. 

Thus, in 1861, France, England, and Spain attempted to 
compel ^Mexico to pay a debt they claimed she owed them. 
England and Spain simply urged Mexico to pay them, but 
France, taking advantage of our internal troubles, sent an 
army tliere, overturned the Republic and set up an empire. 
When our civil war was over, our government told France 
that she must withdraw her army from Mexico. She did so 
and the Mexican Kepublic was re-established. 

When, in 1896, Great Britain seemed about to forcibly oc- 
cupy territory in Venezuela to which both countries laid 
claim, our government interfered and the matter was settled 
by arbitration. 

Venezuela owed a great deal of money to the people of 
Europe and, in 1902, Germany and England sent fleets there 
to enforce payment. To this our government did not object, 
as all nations should pay their just debts. It was feared, 
however, that these nations might occupy and hold Venezuelan 
territor)^ and thus violate the Monroe Doctrine, but they as- 



258 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— We needed a water route to the East. The railroads and 
the old water routes w^ere not sufficient to carry our trade. Congress 
authorized the President to build a canal across the Isthmus. The United 
States creates the w^ater route sought by Columbus. 



sured us that they would not do tliis, and througli our good 
offices, the trouble was settled satisfactorily to all, ^vhile the 
Monroe Doctrine was clearly recognized by Europe as our 
just and permanent policy, 

7. THE ISTHMIAN CANAL. 

Althouo-h there were several lines of railroads reachins: 
from the Atlantic to the Pacific, our new possessions, together 
\vith our constantly increasing trade with the far East, 
seemed to demand a water route by Avhich ships could carry 
freight direct from the Atlantic; coast across the Pacific without 
change. The water routes around Cape Horn and througli the 
Suez Canal were long and costly, and a better one was sought. 

The Isthmus that connects North and South America is 
narrow, and for many years, plans hail l)een laid to dig a 
great canal there, connecting the. two oceans. Surveys were 
made to find out where it would be best to make the canal, 
and at last Congress, in 1903, gave the President authority to 
make the necessary treaty and to begin the ^vork. A treaty 
was at once negotiated giving us, under proper conditions, the 
right to build the canal, and control of the territory througli 
which it would extend. The benefits coming from this canal 
can hardly be estimated. Even Europe will profit by it. 

Thus the water route to the East sought by Columbus will 
at last be created by the wealth and power of this nation that 
has grown to greatness in the land he discovered. 



PAKT XIIT. 

THE NEW ERA. 

1. THE CAUSES. 

LESSON.— The great progress made by the United States is due to her 
free institutions, to the character of her citizens, and to her natural 
resources. 

Have you ever thought how very different in every way 
this country is to-day from what it was at the time of the 
Revolution ? And did you ever wonder what had caused 
all these changes ? 

They were caused, first of all, by our free institutions. 
AVhen men are fit to govern themselves, they are ready to find 
out and to use such things as will better their condition. 

This leads to free education, to improved ways of living, to 
inventions, and, in general, to the many things that make us 
better and happier. • 

A second cause is the character of our people. Our ancestors 
were men and women willing to endure great hardships for the 
sake of liberty. They were suitable founders of a free nation. 
Year after year, from the different countries in Europe has 
come the sturdy, honest, hard-working emigrant, who soon be- 
comes a true American. Our people to-day unite the best 
qualities of the greatest nations to form the true citizen. 

A third cause is the wonderful land God gave lis. With 
its great resoui'ces it called for all our powers to develop it, 
and yielded boundless returns for our labor. 

259 



260 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— Mines of gold, silver, copper, lead, iron, and coal, our im- 
mense forests and fertile soil, coal oil, natural gas, and other gifts of nature 
have added to our prosperity. 



The nations of the Old World sought here in vain for the 
white silver and the yellow gold. For lis they have been un- 
covered. Colorado, California, Alaska, Idaho, and other 
places have poured out their gold and silver into the nation's 
lap, until it overflows. 

Tlie mines of copper, of iron, of coal, the immense forests 
and the fertile soil, have all united to give us wealth and 
power. Then down in the bowels of the earth old Mother 
Nature has been working for us during long centuries. 
Patiently she has filled her storehouse full of oil and gas to 
help us when we needed them. 

In 1859, some men in Pennsylvania, while digging a well, 
bored into a deposit of coal oil. Out it came, as if eager to 
l)e let loose, and poured countless gallons over tlie surrounding 
fields. Soon Pennsylvania, Texas, California, and other States 
had thousands of oil wells spouting forth millions of gallons 
of this mineral oil. 

Do you know what is made from this oil i The most 
beautiful dyes, the most valuable medicines, and a great 
many other things that are very useful. 

Then the earth gave out gas enough to light the whole world. 
In some cities it was at once used for heat and liglit and 
power, as it was more convenient than coal or oil. Indeed, the 
story of Nature's goodness to us is an endless one. New 
chapters are written each year telling of fresh blessings. 

You must have thought of these things as you have seen 
what is going on in the woi'ld, and it is well for you to observe 



INVENTIONS. 



261 



LESSON. — Inventions have aided our grov^th. Quick and cheap 
transportation is necessary to hold together a large nation. 



them more carefully. But without man's wisdom and skill, 
nature's gifts would lose much of their value. 



3. INVENTIONS. 



You remember that, if some one had not invented the 
mariner's compass, Columbus would hardly have dared to sail 
on his long voyage of discovery. Inventions have aided in our 




A Conestoga Wagon. 

country's growth and prosperity as much as they did in find- 
ing it. 

A country cannot increase iu population and in territory 
and retain a common interest so as to be bound firmly together, 
unless there are quick and cheap means of communication and 
of transportation, both of persons and of goods. 

The old stage coach was thought to l)e al)out the most rapid 
and the most comfortable way to travel when it began to make 
regular tri^^s between large cities. 



262 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— At first the old stage coach and lumber ■wagon and sailing 
vessel seemed satisfactory. Then Fulton moved a boat by steam. 



When the people made roads from tlie cities to the smaller 
villages, heavy lumbering wagons, drawn by six or eight horses, 
brought the products of the country to the city, and carried 
back those thinsfs that the country wanted. 

As our population increased, bright men began to study how 
to improve the modes of travel and of trade. 

3. ROBERT FULTON (1765-1815). 

Very many attempts were made early in the nineteenth 
century to move vessels by steam. Enough success had been 
gained to encourage further trials, and many believed it could 
be done. 

In the last part of the <nghteenth century, a little Irish boy 
named Ilobert Fulton, who lived near the 8us({uehanna River 
in Pennsylvania, thought he could move a boat Avith paddle- 
wheels. He put two \vheels on an old l)oat he had on the 
river, and fastened them to a crank. When he turned the 
crank, that turned the paddle-wheels, and they moved the boat 
along quite easily. 

Ilobert was a poor boy and he had to work hai'd to take 
care of his mother and sisters. But he was bright and willing, 
so that when he Avas twenty-one he was able to buy a home 
for them. 

All this time he was thinking about his paddle-wheels, and 
planning to move them by steam. He went to Europe to 
help build some iron bridges. While there, he built a little 
boat to go under Avater and blow up an enemy's ship. 

Then he built a steamboat, put an engine in it, and tried to 



OTHER INVENTORS. 263 

LESSON.— In 1807, the "Clermont" steamed up the Hudson, and in 
1819, the " Savannah" crossed the ocean. In 1836, Ericsson invented the 
propeller, making ocean travel safe and rapid. 




make it turn the crank of his paddle-wheels. It did not work 
well, and Fulton thought he would go to New York and try 
again. So he went to England and had an engine made, 
which he shipped to New York, where he built a vessel called 
the Clerinont^ which was nick- 
named Fulton'' 8 Folly by those 
who ridiculed the idea of 
moving a ship by steam. 

However, when the vessel 
was finished (1807), steam was 
made in the boiler, the wheels 
began to go round and she The Clermont. 

steamed up the Hudson to Albany. His success led to the 
building of many steamboats, which in a few years were 
running regularly between our seaport towns. 

In 1819, a larger steamer, called the Savannah., went to 
various ports in Eurojje, and was received with almost as 
much veneration as Columbus when the Indians saw his white- 
winged ships. 

4, OTHER INVENTORS. 

But all these earlier steamers had large wheels on their 
sides, and ^vere not suited for ocean voyages. 

In 1836, John Ericsson, a Swede, invented the propeller, 
which is placed at the end of a ship, and is nearly always 
under water. This brought it into use, and made ocean travel 
rapid and safe. 

Cotton has long been a staple product of the South, but it 



264 HAZEN'S ELEMENTARY HISTORY. 

LESSON.— The cotton gin invented by "Whitney (1793^ increased the 
production of cotton. More mills w^ere built and our cotton cloth w^as 
soon sold everyw^here. The Erie canal reduced the cost of freight. 




was very difficult to separate the seed from the fiber, and this 
added greatly to the cost of producing it. 

In 1793, Eli Whitney, an ingenious young man from Massa- 
chusetts, who was then teaching in Georgia, undertook to make 
a machine to do this work. He invented 
tlie cotton gin, which could clean as much 
cotton in a day as five hundred negroes. 

This made cotton-raising more profit- 
able, and it soon became the chief product 
of the Southern States. It also greatly 
reduced the price of cotton cloth, and thus 
John Ericsson. increased the demand for it. To supply 

this demand, mills were built, Avater power and, later, steam 
were used to run the looms, and our cotton cloth was soon 
known and sold in every part of the world. 

AVhile the steamboat supplied cheap and rapid communica- 
tion by water, but little improvement was made in this direc- 
tion on land, until 1825. 

Then the great Erie Canal was finished, extending nearly 
four hundred miles through the center of New York. This 
canal joined the Hudson River to Lake Erie, and gave a cheap 
means of carrvinic merchandise between the East and the West. 
Many made fun of this " Big Ditch," as they called it. They 
could not understand, they said, how water could be made to 
run up hill. AVhen the canal was completed they found that 
the canal boats could be lifted over the hills by means of a 
simple arrangement called locks. 



RAILROADS. 265 

LESSON.— Cheap freight and less time in transit increased trade. Cars 
on rails were first drawn by horses. Soon locomotives were brought 
from England. 

Before the canal was finished, all goods from New York to 
the west were carried from Albany to Buffalo on large, heavy 
waggons in the summer, and on rude sleds in the winter. 

It took from four to five weeks in good weather, to make 
this trip, and the teamsters charged a high price for transpor- 
tation, but on the canal it was made in a week, and a load 
that cost thirty dollars to send to Buffalo by the old way, 
could be sent by boat for one dollar. 

The results were greater than any one thought possible. 
Trade with the West increased rapidly; towns and cities 
sprang up on the banks of the canal ; and New York City 
soon became the first city of the Union in prosperity and 
population. 

Inventors next began to study the best vf ay to put an en- 
gine on wheels and make it draw loads on the land. In several 
places rails had been laid, on which cars were drawn by horses 
to carry heavy weights a short 
distance. In 1826, one of these 
roads was built at Quincy, Mas- 
sachusetts. In 1827, another 
was made at Mauch Chunk, 

Pennsylvania. But the first ^- V.v^:-^^7:a5^s?3a:^-^^m 
passenger railway in this '^^^ ^'''^ Railroad, 

country was on the Baltimore and Ohio system (1828), on 
which the cars were drawn by horses. 

Soon, however, locomotives were brought from England, 
invented by George Stephenson, and our mechanics began to 




■'i^-SSi^fi^.i-^^ 



266 



HAZEN'S ELEMENTARY HISTORY. 



LESSON.— In 1837, there were 1500 miles of track in the United States. 
Now^ railroads reach everyw^here. Electricity is made to carry messages. 



make others. People laughed about the noisy little " steam 
wacjODS " at first. " Locomotives will uever do this work." 
" They will run off the track." " Awful accidents will happen." 
But these objections were all answered by the steady increase 
of the railway systems, and even the croakers soon began to 
see what great results would follow the locomotive. 

One railroad led to another, until, in 1837, there ^vere about 
fifteen hundred miles of track in the United States on which 
trains were running. Year after year, new roads have been 

l)uilt, until to-day our maps 
look like spiders' webs, and 
there is scarcely a corner of 
oui' Union that is not reached 
by cars. 

Sometimes a railroad would 

be built several hundred miles 

through ail unsettled country, 

Railroad of to-day. ^^ connect two large places. 

Soon, all along the line, villages, towns, and cities would 

spring up, and the cars would be loaded with merchandise 

and people. 

By the great lines of railroads that reach from the Atlantic 
to the Pacific we have found a trade route to the East, while 
the water route will be throucrh an Isthmian canal. 

Electricity offered its aid. Eranklin discovered it; Morse 
used it to carry messages over the tiny Avires hundreds of 
miles away ; Field laid the wires in a cable under the iVtlantic 




OTHER INVENTIONS. 



267 



LESSON.— It draws our cars, lights streets and buildings, and runs ma- 
chinery. Inventions lighten the work at home and on the farm, and affect 
every sphere of life. 

Ocean, and Queen Victoria and President Buchanan talked 
^vitll eacli other ; Marconi and others have forced it to transmit 
communications through the air, without wires, for ahnost un- 
limited distances, and its uses are being continually extended 
in many directions. 

It was made to light our buildings and streets, and to draw 
our cars at so small expense as to allow even the little villages 
to have their trolley lines to neighbor- 
ing towns. 

Go out on the great farms of the 
west and see how they are carried on. 
There is now but little hand work 
done on these farms. Plowing, plant- 
ing, reaping, and mowing, all are 
carried on by huge machines that our 
inventors have designed and our Telegraph of to-day. 

great mills have made from the rude products of our own 
mines. 

And now think of women's work. No more weaving and 
spinning and braiding at home for tliern. 

The cloth and carpets from the mills are too cheap and too 
nice to leave room for such work, while millions of sewing 
machines hum away in shops and homes, saving the eyes and 
fingers of the mothers, and doing every kind of work, even to 
beautiful embroidery, so cheap that all can afford to buy. 
What other inventions have come to us ? So many that you 
must think of them for yourself. 




268 



HAZENS ELEMENTARY HISTORY. 



LESSON. — Ne'w inventions are daily increasing our Tvealth and com- 
fort. Nearly all of the earlier books ■were religious or political, but 
Franklin s Almanac contained wise sayings on common things. 



AVhy, we hcive not mentioiied matches, -vvliith our grand 
fathers would have thought ahnost a miracle, as they labori- 

ousl}^ struck their flint and steel for 
the tiny spark that they coaxed into 
a flame. 

We have passed by the rifle that 
replaces the old flint-lock, the phono- 
graph, the telephone, the automobile, 
the typewriter, and the printing- 
press, the wonder of the age. Oh ! 
you will find new inventions almost 
like the "Story Without End." 
Every day adds to their numbers, and 




Telephone of to-day. 

Their name is lejxion 



they all increase our w^ealth, prosperity, and comfort. 

5. AMERICAN LITERATURE. 

For some years after the Revolution, our great men were 
busy with the work of starting the nation on the right track. 

No one had much time to write stories or poetry. A few 
books were ^\■ritten, but nearly all of them ^vere on religious 
subjects, or about government, because our people thought 
and talked more about such things than of any other matters. 

The '' Federalist," written by Hamilton, Jefferson, and Jay, 
was the best book on government, but Franklin was the most 
popular of all the colonial writers. His "Poor Ilichard's 
Almanac " was full of wise sayings on every -day matters such 
as the people liked to read. 



AUTHORS. 



269 



LESSON. — Every field of literature -was soon covered by our authors. 
Cooper's novels, Irving's tales and essays, and the poems and ballads of 
Bryant, Longfello^w, and Whittier, proved the genius of our writers. 





J. Fenimore Cooper. 



As the United States became prosperous, men began to 
write books for the people. James Fenimore Cooper (1789- 
1851) wrote interest- 
ing stories of adven- 
tures on land and sea, 
all relating to our 
country. Washing- 
ton Irving (1783- 
1859) was the author 
of "Rip van Winkle" 
Wa.shiiigton Irving, and other delightful 
tales of America, as well as a series of essays 
written in pure English, and used as models in our schools. 

The first great poet was William Cullen Bryant (1794- 
1879), whose verses are read everywhere. Then came Henry 

Wadsworth Longfellow (1807-1882), 
with such poems as " Hiawatha," the 
"Psalm of Life," 
"The Village 
Blacksmith," and 
others well known 
even to the chil- 
dren ; and John 
Greenleaf Whit- 
tier (1807-1892), 
the Quaker poet, who, while making shoes, began those famous 
ballads that belong to our people. 





H. W. Longfellow. 



W. C. Bryant. 



270 



HAZEN'S ELEMENTARY HISTORY. 




LESSON.— The list of 19th century authors includes Holmes, Lowell, 
Haw^thorne, and Emerson, ■whose stories, verses, and essays are •widely 
read, w^hile Webster's Dictionary and school books •were needed pioneers 
in their field. 

Following these came a great army of authors known the 
world over. Such men as Oliver Wendell Holmes (1809- 
1894), whose stories, poems, and essays de- 
light us ; James Kussell Lowell ( 1 81 9-1 89 1 ); 
Nathaniel Hawthorne (1804-1864), the 
author of "The House of 
V':^jj-v ,,ia • 'J" Seven Gables," and Kalph 
l.^■i' )-y'k AValdo Emerson (180H- 
1882), the Concord philoso- 
[)her and poet, led the way 
in their lines of work. So 
many have followed them ^l 
that even their names would fill a volume. 

Then in the schools new and beautiful 
books have taken the place of the old " New England 
Primer " and of similar books used in colonial days. 

(3ne of the pioneers in this work was 
Noah AVebster of Connecticut, whose Dic- 
tionary Avas made to contain the whole 
English language, and was the work of 
twenty years. His Speller and Readers 
were for a long time in almost universal 
use in this country. 

George Bancroft (1801-1891) was the 
first great American historian. His 
" History of the United States " is still a standard work. 



John G. Wliittier. 




/ 
O. W. Holmes. 




'If ^ 

James Russell Lowell. 



AMERICAN LITERATURE. 



2Y1 




LESSON. — Bancroft, Prescott and Motley -were leaders in history. 
Many other great authors have gained reputations in various departments 
of literature, while our papers and magazines are marvels of beauty and 
value. 

William II. Prescott (1796-1859), was the author of most 
interesting histories of the Spanish possessions. John Lothrop 
Motley (1814-1877) wrote the "Rise and Fall of the Dutch 
Republic." 

These, with scores of great writers of 
history and historical novels, give our au- 
thors at least equality 'svith those of Eu- 
rope. 

Ill 17<>4 the Boston "News Letter" was 
the only ne^vspaper in the colonies. To- 
day, about fifteen thousand papers and ^v vjf"^ 
mairazines are heli^ino- the schools to edu- Nathaniel Hawthorne, 
cate the people. The papers of the Revolution Avere small, 
with but little circulation. Some of the 
great city dailies to-day have a million 
readers and are filled ^\■ith illustrations. 

The magazines are marvels of cheapness, 
beauty, and value. They reach all classes, 
from the young schoolboy to the old grand- 
fathei', and please them all. 

All these publications encourage authors, 
whose books are bouo^ht and read, and ^\ ho 
have gained favor abroad as well as here. 
In fact, the entire field of literature has been successfully 
covered by American authors, while the great publishing houses 
prove the proverb " Of making many books there is no end." 




R. W. Emerson. 



INDEX. 



Abolitionists, 202. 
Abraham. Plains of , iiS. 
Acadia. See Nova Scotia. 
Adams, John, 137, 146, 147, 171. 

John Quincy, 192. 

.Samuel, 134, 137, 147. 
Africa, 20, 32, 46. 

Da Gama sails around, 46. 
Agriculture, machines used in, 267. 
Aguinaldo, opposes the Americatis, 247. 

captured, 251. 
Alabama, seen by De Soto, 53. 

admitted to the Union, 193. 

seceded, 207. 
Alaska, bought from Russia, 229. 

gold in, 260. 
Albany, Hudson reaches, 56. 

trading post at, 86. 
Algiers, treaty with. 173. 

war with, 174. 
Allen, Ethan, leads Vermont troops to 

Cambridge, 145. 

captures Ticonderoga, 146. 
Alliance of European nations, 254. 
America, in the fifteenth century, 25- 

discovered by Columbus, 38. 

visited b}' Northmen, 22. 

mainland seen by the Cabots, 44. 

named, 45. 

earh' inhabitants, 25-31. 
Americus Vespucius, voyages of, 44. 

America named for, 45. 
Amsterdam, Hudson sails from, 55. 

New, now New York, 86. 
Anderson, Major Robert, 212. 



Andre, Major John, meets Arnold, 159. 

captured and hanged, 160. 
Andros, Sir Edmund, 94, 95. 
Anna, Santa, Mexican General, 193. 
Antietam, battle of, 215. 
Anti-Slavery. See Story of Slavery, 

199-207. 
Appomattox, surrender at, 224. 
Arabs, the, 21. 

Arbitration, in miners' strike, 253. 
Arizona explored by Coronado, 51. 
ceded to the United States bv Mexico, 
198. 
Arkansas, admitted to the Union, 193. 

.seceded, 212. 

in the war, 216. 

the River, discovered. loi. 
Arnold, Benedict, 145, 159, 160. 
Arthur, Chester A., 229. 
Artichokes, raised by the Indians, 27. 
Assembly, first representative in Amer- 
ica, 70. 

Maryland, passes Toleration Act, 90. 

at Hartford, 95. 

first Continental Congress, 137. 
Atlanta, captured, 223. 
Atlantic Ocean, 17, iS. 

cable, 266. 
.\uthors, American, 268-271. 
.\utomobiles, 268. 
Azores, settled by Portuguese, 20. 
Aztecs, native Mexicans, 50. 



Bacon, Nathaniel, Rebellion of, 71. 
Bahamas, discovered, 39. 



274 



i.NDKX. 



IJalboa, adventures of, 47. 

discovers the Pacific, 4S. 
Baltimore, attacked by tlie British, 17S. 

Ivord, S9. 
Haltiinore and Oliio Railroad, 265. 
Bancroft, (ieorjje. American author, 

270. 
Barbary .States, war wUli, 173, r74. 
Barcelona, Columbus welcomed at, 40. 
Harret House, Concord, 141. 
Battles of Lexington and Concord, 142. 

on land, war of 1S12, T77. 
Baum, Colonel, defeated and killed, 157. 
Beacon Hill, 142. 
Behring's Straits, crossed by Chinese, 

22. 
Bennington, battle of, 157. 
Berkeley, C.overnor of Virginia, 71, 72. 
Berkeley, Lord and New Jersey, 96. 
lieau regard. General, captures Sumter, 

212. 
Blockade, of Southern ports, 215 216, 

21S ; of Cu1)a, 2_^9. 
lioti Ho»nnr Richard, i6<S. 
Boone, Daniel, adventures of, 1S3, 1S4. 

settles in Kentucky, 1S5. 
Booth, John Wilkes, 227. 
Boston, founded, 82. 

" IMassacre," 135. 

" News Letter," 130, 271. 

" Tea Party," 135, 136. 

fire, 230. 
Bow-case and quiver, 30. 
Boxers, Chinese, 243. 
Braddock, British General, expedition 

of, 116. 
Bradford, Governor William, 7S. 
Breed's Hill, 14S. 
Breton, Cape, 44, 1 1 1. 
Bridge's Creek, Washington born at, 

112. 
Bristol, England, Cabot's home, 43. 
British Stamps, 133. 
Brown. John, 205, 206. 
15runswick, (now New Brunswick ), 152. 
Brvant, William Cullen, author, 269. 
lUichanan, J.imes. President, 205. 
Buell, (Tcneral, 217. 

Buena Vista, captured by Americans, 
194. 



Bull Run, battle of, 212. 

Bunker Hill, battle of, 147, 148, 149. 

Burgesses, House of, 70. 

lUirgoyne, British General, 147, 156, 

157- 
Butler, General B. F., 217. 

Cal)le, (ocean telegraph), 266. 
Cabot, John and Sebastian, 43, 5N. 
Cadiz, Colund)us sails from, 41, 4::. 
California, 194, 195, 203, 260. 
Calvert, George, Cecil, Leonard, S9. 
Cambridge, Washington at, 147. 
Canada, visited by Cartier, 53. 

settled by the French, 101. 

and the colonies, 106, 117, 118. 
Canary Islands, 20, 34. 
Canal, tlie Erie, 264. 

the Isthmian, 258, 266. 

the vSuez, 258. 
Canonicus, threatens Gov. Bradford, 78. 
Cape Breton, 44, in. 

Cod, 57, 74. 

Fear. 62. 

of Good Hope, 20, 46, 59. 

Horn, 195. 
Cape \'erde Islands, discovered, 20. 
Caravans, 19, 20. 
Carolina, visited by Cabot, 44. 

seen by Verra/.ano, 52. 

settled, divided, 96, 97. 
Carteret, Sir (ieorge, and New Jersev, 

96. 
Cartier, Jaccjues, di.scovers the St. Law- 
rence, 51, 53. 
Carver, Jolm, (lOvernor of Plymouth 

Colony, 76. 
Cathay (China), 21. 
Catholics, in Maryland, 89, 90. 
Cau.ses of the Revolution, 131-136. 

of the war of 181 2, 174-176. 

of the Spanish- American war, 235, 236. 

of the progress of the I'nited States, 
2.S9-267. 
Centennial Ivxhibition, 252. 
Cervera, Admiral, defeated, 240. 
Champlain, Samuel, 100, loi. 
Charles VIII. of France, ^^3. 

I. of England, 81. 

II. of England, 92, 96. 



INDEX. 



275 



Charles River, Si. 
Charleston, i6o, 212, 223. 
Charlestown, 82, 14S. 
Charters, 59, 62, 81, 94, 95. 
Charter Oak, at Hartford, Conn., 95. 
Chattanooga, 223. 
Chippewa, battle of, 177. 
Chesapeake Bay, 66, 155. 
Chesapeake and Leopard, 176. 
Chicago fire, 230 ; strike, 232 ; Exposi- 
tion, 252. 
Chickahominv River, explored bv 

vSmith, 66. 
China (Cathay), 21. 
Chinese, claims of, 22. 
Christina settled, 87. 
Cipango (Japan), 21, 39. 
Civil War, 208-224. 
Claims of European nations, 58, 103. 
Clarendon, Lord, obtains grant of 

Carolina, 96. 
Clay, Henry, Missouri Compromise, 

201. 
Clermont , the, Fulton's vessel, 263. 
Cleveland, Grover, 229, 230. 
Clinton, British General, 159. 
College, Harvard, 129. 

Yale, 129. 
Coal, mines of, 260. 

oil, 260. 

strikes, 232, 253. 
Cod, Cape, 57, 74. 
Colonies, English, 59-S4, 89-99. 

French, 51, 6r, 100-103, 108, iii. 

Spanish, 51, 55, 61. 

Dutch, 85-88, 94, 96. 
Colonial habits and customs, 1 19-130. 
Colonization, first period of, 61. 
Colorado, 51, 229, 260. 
Columbia River, 190. 
Columbia, vS. C, captured, 223. 
Columbian Exposition, 252. 
Columbus, life and deeds of, 32-42. 
Commerce, 131, 177. 
Committee of Safety, 147. 
Compass, mariner's, 19, 32. 
Compromise, Mis.souri, 201. 
Concord and Dexington, 142. 
Confederate States of America, 207. 
Confederation, articles of, 170. 



Congress, First Continental, 137. 

Second Continental, 146. 
Constantinople, taken by the Turks, 19, 

20. 
Connecticut, 58, 86, 94, 133. 
Continental Congress, the First, 137. 

the Second, 146. 
Constitution and form {)f government, 

170, 171- 
Cooper, James I'eniniore, 269. 
Cornwallis, Brilisli General, 152, 161- 

163. 
Coronado, explorations of, 49, 51. 
Cortez invades Mexico, 49-51. 
Cotton, 200, 264. 
Cotton-gin, 264. 
Coui't, the Supreme, 172, 205. 
Cowpens, battle of, 162. 
Crown Point, captured, 117. 
Cuba, 39, 42, 235. 

and the Philippines, 247. 
Custer, General, massacred, 230. 
Czolgosz, Leon F., 251. 

Da Gama, Vasco, voyages of, 45. 
Dakota, North, 198, 229. 

South, 198, 229. 
Darien, Balboa wrecked at, 48. 
Davis, JefTenson, 207. 
Davis, the explorer, 57. 
Decatur, Lieutenant .Stephen, 173, 174. 
Declaration of Independence, 156. 
Deerfield attacked by Indians, 108. 
Delaware, 58, 92 ; Lord, 69 ; River, 86, 

151, 152. 
De Leon, Ponce, discovers Florida, 46, 

47- 
De Soto, expedition of, 53. 

discovers the Mi.ssissippi, 54. 
Dewey, George, 239. 
Dinwiddle, Governor of Virginia, iii. 
Donelson, Fort, caj)tured, 217. 
Dorchester, settled, 82. 

Heights, fortified, 150. 
Douglas, Stephen A., 204, 211. 
Drake, Sir Francis, 59. 
Duquesne, Fort, it6; cajjtured. 117. 
Dustin, Hannah, story of, 107. 
Dutch explorations, claims and .settle- 
ments, 43, 55, 56, 5S, S5-8S, 94, 96. 



27<) 



INDEX. 



Dutcli, trouble with Swedes, 87. 
trouble with England, 88. 
recapture New York, 88. 
West India Company, settle Man- 
hattan, 86. 

Earth, shape of, 22, 32. 

East, the, 19. 

Education in New England, 12S, 129. 

I^lectricity discovered, 266 ; uses of. 

267. 
Elizabeth, Queen, 58, 62. 
Emancipation Proclamation. 222. 
Emerson, Ralph Waldo, 270. 
Emigrants from North Carolina, 1S6. 

save Oregon territory, 197, 198. 
Endicott, John, settles at Salem, 81. 
England, 43, 57, 58 ; wars with, 137-169, 

174-182. 
English Church, 73 ; claims, 5S. 

colonies. See Settlements. 

explorations, 43, 57, 59. 

settletnents, 59-84, 89-99. 

treatment of colonics, 131-137. 
Era, causes of new, 259-267. 
Eric, the Red, in Greenland, 22. 
Ericsson, John, 263, 264. 
Erie Canal, 264. 

Europe in the fifteenth century, 17-22. 
Eutaw Springs, battle of, 162. 
Explorations, Dutch, 43, 55, 56. 58, 85. 

English, 43, 57, 59. 

French, 52. 53. 101-103. 

Portuguese, 20, 45, 52. 

Spanish, 32-42, 44, 46-51. 53, 54. 
Expositions, Pan-American, Columbian, 
Centennial, Universal, 252. 

Fairfax, Lord, emi)loys Washington. 

114. 
I'^arragut, Commodore, 217. 
Ferdinand, King of Spain, 34. 
Field, Cyrus w!, .\llantic Cable, 266. 
Fillmore, IMillard, 203. 
Fires, Chicago, Boston, 230. 
First Continental Congress, 137. 
Flag of I'nited vStates adopted, 150. 
Florida, 46, 53, 58, 99, 193, 207. 
Foote, Commodore, A. H., 217. 
Fort Duquesiie, captured, 116. 117. 



Fort Moultrie, defende<l, 160. 

Ticonderoga, captured, 117. 

Henry, British defeated by, 178. 

Henry, captured by Foote ami Grant,. 
217' 

Orange (Albany), 86. 
IVnintain of Youth, 46. 
1-rance, 33. 43, 58, 119, 157, 175. 
I'ranklin, Benjamin, 170. 171, 266. 
I'reedom of worvship, 72, 83,89, 91. 
I'remont, John C, 205. 
b'rench and Indian war, 104-119. 
I'rench claims in America. 58. 

colonies in America, 51, 61, 1(h»-io3, 
108, III. 

explorations in .\merica, 52, 53, 101- 
103. 

.settlements in America, 51,61, loo- 
103. 
I'Yiars, claims of in Philippines, 251. 
Friends or Ouakers, in New England, 

84 ; in Pennsylvania, 91-94. 
I'robisher, ]\Iartin, explorer, 57. 
PVozen ()ccan, 36. 
P'ugitive Slave Law, 203. 
I'uiton, Robert. 262, 263. 
]-'iil toil's /•'oify, 263. 

(iage, British General, 134, 136, 137. 
Garfield, James A., 229, 230, 231. 
Gas, natural, discovered, 260. 
Gates, General, captures Burgoyne, 

157- . 
Genoa, birthplace of Columbus, 32, 33. 
George I, 98 ; III., 132. 
Georgia, 53, 97, 207. 
(Gettysburg, battle of, 215. 
Gilbert Sir Humphre}-, 61. 
Gist, Christopher, 115. 
Gold discovered in California, 194. 

mines of, 195, 260. 
Good Hope, Cape of, 20, 46, 59. 
(iosnold, discovers Cape Cod, 57. 
Grant, Uly.ssesS.. 217, 222, 229. 
(iraves of British soldiers, 145. 
Great Meadows, battle of, 116. 
Greene, General Nathaniel, 145, i6i. 
Greenland, discovered, 22. 
Guam, Lsland of, 243. 
(Guatimozin, 51. 



INDEX. 



277 



Guilford Court House, battle of, 162. 
Gulf of Mexico, 55, loi, 102. 

Hadley, attacked by Indians, 105. 
Haiti, discovered, 39. 

Spanish colony at, 39. 
Hale, Nathan, 151. 
Half 3[oon, the, 55. 
Hamilton, Alexander, 171, 268. 
Hancock, John, 147. 
Harrison, Benjamin, 229. 
Harrison, William Henrv, 175, 177, 

192. 
Hartford, Conn., 95, 146. 
Harper's Ferry, 206. 
Harvard College, founded, 129. 
Havana, 236. 

Haverhill, attacked by Indians, 107. 
Hawaii, 243, 244. 
Hawkins, Sir John, brings slaves to 

America, 199. 
Hawthorne, Nathaniel, 270, 271. 
Hayes, Rutherford B., 229. 
Henr}-, Patrick, 136, 137. 
Henry of Portugal, 20. 
Henrj', I-'ort, British defeated by, 178. 
Henry, Fort, captured by Foote and 

Grant, 217. 
Herbs, used by Indians, 30. 
Hessians, surprised by Washington, 

152. 
Holland, explorations of, 43, 55, 58. 
Holmes, Oliver Wendell, 270. 
Homestead strike, 232. 
Honduras, seen by Columbus, 42. 
House of Burgesses, Virginia, 70. 

of Representatives, 172. 
Houston, General ,Sam., defeats Mexi- 
cans, 193. 
Howe, General, 147, 151, 152. 

Admiral, 151. 
Hudson Bay, discovered, 57. 

River discovered, 56, 86. 
Hudson, Henry, first voyage of, 55, 56. 

second voyage of, 57. 
Huguenots, settle in Carolina, 97. 

Iceland, discovered, 22, 32. 
Idaho, 197, 229, 260. 
Illinois, 193, 19S. 



Independence, Declaration of, 156. 
Independence Hall, 156. 
India, 19-21, 22, 33, 46, 56. 

Tea Company, 136. 
Indiana, 193, 19S. 
Indians, 25-31 ; named by Columbus, 

38 ; at Barcelona, 40. 
Indian wars, j 04-1 17, 175, 230. 
Indian pipe, 27 ; encampment, pottery, 
28. 

arrows, ear rings, 29, masks, 30, 

gods, government, language, 26. 

clans, animals, corn, 27. 
Indian Ocean, 46. 
Intercolonial wars, 104-119. 
Inventions and inventors, 261-268. 
Iowa, 198. 

Irving, Washington, 269. 
I.sabella and Columbus, 34, 35. 
Island No. 10, captured, 217. 
Isthmian canal, the, 258, 266. 
Italy, birthplace of Colum])us, 32, 33. 

Jackson, .Vndrew, 17S, 192. 

Thomas J. (.Stonewall), 215. 
Jfimes, Duke of York, grants Delaware 
to Penn, 92. 

I. King of England, 62 ; II., 95. 

River, sailing up the, 63. 
Jamestown, Va., settlement of, 64-71. 
Japan (Cipango), 21, 22. 
Jasper, Sergeant, at F'ort Moultrie, i6r. 
Jay, John, 137, 268. 
Jefferson, Thomas, 156, 173, 176, 189, 

268. 
John.son, Andrew, 228, 229. 
Johnston, General Albert Sidney, 217, 

General Joseph E., 222. 
Johnstown flood, 231. 
Joliet, explorations of, 100. 
Jones, John Paul, 168, 169. 

Kansas, opened for settlement, 19S, 204. 
Kansas-Nebraska Bill, 204. 
Kentucky, 1S3-185, 187, 193, 198, 217. 
Key, Francis Scott, 178. 
Kieft, William, 86. 

King George's, King Philip's, King- 
William's wars, 104. 



278 



INDEX. 



Labrador 5S. 

Labor troubles, 231, 232, 253. 

Lafayette, 157. 

Lake Erie, battle of, 1S2. 

Champlain, loi. 
La Rabida, convent of, 34. 
La Salle, adventures of, 100, 102. 
Lawrence, Captain, death of, iSi. 
Lee, General Henry, 161. 

General RoV)ert E., 215, 222, 224. 
Lief the Lucky, visited New England, 

22. 
Lewis and Clark, expedition of, 189- 

191. 
I^exington and Conconl, 142. 

Common, 141. 
Liberty Bell, 156. 
Life in the Colonies, 1 19-130. 
Lincoln, Abraham, 20S-211. 

birthplace of, 20S. 

assassinated, 227. 

General, 161. 
Literature, .\merican, 26.S-27I. 
London Comimny, 62. 63. 
Longfellow, Henry \\'., 269. 
Long Island, battle of, 151. 
Louis XIV., aids La Salle, 102. 
Louisburg, 1 1 1, 117. 
Louisiana, 102, 119, 189, 193, 198, 207. 
Louisiana Purchase. 189-19 r. 
Lowell, James Russell, 270. 
Lundy's Lane, battle of, 177. 
Luzon, 247. 
Lynn, Mas.sachusetts, settled, .S2. 

Madeira Islands, discovere<l, 20. 
Madison, James, 176. 
Magellan's Voyage, 51, ,S2. 
Maine, 96, 193. 
Maine, wreck of the, 236. 
Manhattan Island, discovered by Hud- 
son, 57. 

bought by Minuit, 85, 86. 

settled by the Dutch, 86-88. 
Manila, captured, 239. 
Mainifacturing forl>idden, 132. 
Marconi, wireless telegraph, 267. 
Marion, General, 161. 
Marquette, French explorer, 100, loi. 
Maryland, settled by Catholics, 89, 90. 



Ma.ssachusetts, 72, 81, 12.S, 137, 13S. 

Bay Company, 82. 
Mas.sasoit, Indian chief, 77. 8^. 
IMatches, 268. 
Mayflowcy, the, 74. 
McClellan, (General (Veorgc B., 21,^. 
McKinley, President William. 236, 248. 

death of, 251. 
Meade, General, at Gettysburg. 215. 
Medicine man's drum and rattle, 30. 
Mediterranean Sea, 19, 32. 
Menendez, Si)anish explorer, 49. 
Mcrrii//iu and MouHor, 218. 
Merriinac River, 81. 
Merritt, INIajor-General, 239. 
Mexicans, f)icture-writing and calendar 

used b}-, 22. 
Mexican war, 193. 

Mexico, homes, government, religion, 
work, 26. 

seized by Spaniards, 46, 49-5 1 . 
Michigan, 193, 198. 
Miles, General Nelson, A., 240. 
Minnesota, 198. 

ISIinuit, Peter, first governor of Man- 
hattan, 85. 86. 
jMinnte-men, 138. 

Mississippi, 193, 198 ; seceded, 207. 
Missis.sippi River, discovered by De 
Soto, 54. 

explored by Marquette and Joliet, 
101. 

control of, in the Civil war, 216, 218. 
Missouri, 193, 198, 201. 

River, explored by Lewis and Clark, 
190. 

Conqiromise, Henry Clay, jdi. 
Mistake, the servant's, 60. 
Moluuvk vallcv, ravaged bv Indians, 

158. 
IMoney, 120, 170. 
Moiiilor'i\\\i\ hfi'rriiinu , 218. 
Monroe, James, 191. 

Doctrine, 254-257. 
Montana, 198, 229. 
Montcalm, Marquis de, defeated at 

Quebec, 118, 119. 
Montezuma, INIexican emperor, 50. 
Montreal, 53. 
j :Moors, war with Spain, 34. 



INDEX. 



270 



Morgan, General, defeats Tarletnn, 162. 

Morris, Robert, 171. 

Morristowii, Washington at, 152. 

Morse, Samuel F. B. , 266. 

Motley, J. Iv., American author, 271. 

Moultrie, Fort, attacked by British, 

160. 
Mound Builders, 26. 
Mount Hope, 106. 
Mount Vernon. 164, 167, 173. 

Napoleon, sells Louisiana to the r..S., 
189. 

Narragansetts, the, Indian tribe, 104. 

Navy, in the Revolution, 167, 168. 
in the war of 1812, 178-182. 

Nebraska, 198, 229. 

Negro Slavery in America, 69, 199- 
207. 

Nevada, 198. 

New Am.sterdaui, New York, 86, 88. 

New Conditions, the U.S., in the twen- 
tieth century, 244. 

New England, 22, 72-84, 124, 128, 13S. 

Newfoundland, 55. 

New Hampshire, 96, 145. 

New Jersey, 96, 151, 152. 

New Mexico, 25, 51, 198. 

New Netherland, 85, 87. 

New Orleans, 103, 178, 217. 

Newspapers in the United States, 130, 
271. 

New Sweden, 87. 

New World, 52, 61, 8r, 92. 

New York, 86, 88, 124, 136, 15;, 265. 

Nina, vessel of Colum1)us, 34, 40. 

North and South, 207, 212. 

North, task set for in the Civil war, 
216. 

North Carolina, 96, 97, 212. 

North Dakota, [98, 229. 

Northmen, explorations of, 22. 

Northwest Territorj-, 189. 

Nova Scotia (Acadia), 44, 62, 108. 

Nova Zembla, 55. 

Ocean, .Atlantic cable, 266. 
Oglethorpe, Oeneral James, Georgia 
settled by, 97-99. 



Ohio, 187, 193, 198. 

Company, iii ; River, iir. 
Oklahoma Territory, 198. 
"Old Glory" made bv Betse)' Ro.ss, 

150. 
Old North Church, Boston, 137. 
Old Quebec, 118. 
Orange, Fort, 86. 
Ordinance of Secession, 207. 
Oregon, 191, 193, 195-198. 
Orinoco River, seen by Columbus, 41. 

Pacific Ocean, discovered, 48, 49, 59. 

Palos, Columbus sails from, 34. 

Pan-American Exposition, 252. 

Papoose, Indian baby, 31. 

Parker, John, 141. 

Parliament, English, 133, 164. 

Party, a new. 205. 

Patagonia, 52. 

Peace, thirty years of, 192, 228. 

Peace declared. Revolution, 167; war of 

1812, 182 ; Mexico, 194 ; Civil war 

224 ; Spain, 240. 
Pekin, China, 243. 
Penn, William, becomes a Quaker, 9 c ; 

settles a colony in Pennsylvania, 92, 

93 ; (lies, 94. 
Penn's treaty with the Indians, 93. 
Penn.sjdvania, 91, 124, 260. 
Pepperell, Colonel, captures Louisburg, 

III. 
Pequod war, 104. 

Perr3', Commodore Oliver H., 18 1. 
Perry's victory, 182. 
"Personal Liberty Laws," 204. 
Petersburg captured, 224. 
Petroleum discovered, 260. 
Philadelphia, 93, 136, 137, 155, 171,252. 
Philip, King, 104. 
Philippines, 52, 239, 243, 247. 
Phonograph, the, 268. 
Pickens, General, 161. 
Pierce, I'ranklin, President, 204. 
Pilgrims, the, 72-78. 
Pinta, the, ship of Columbus, 34, 38, 

40. 
Pinzon, Vincent, explorer, 44. 
Pitcairn, Major, 141. 
Pittsburg (Fort Duquesne), it6, 117. 



280 



INDEX. 



Plains of Abraham, ii8. 
Plantations, 113, 123, 200, 215. 
Plymouth colony, 74-78. 

compan}-, 62. 
Pocahontas, 67. 

Polk, James K., President. 192, 193. 
Ponci- (le Leon, Spanish explorer, 46. 
Port Hudson, captured, 21S. 
Porto Rico, 243, 244. 
Portugal, 33, 46. 
Portuguese, 20, 45, 51. 
Potatoes, found in America, 27, 6q. 
Potomac River, 62. 
Powhatan, 67. 
Preble, Connnodore, 174. 
Prescolt, American Colonel, 14.S, 149. 

William II., author, 271. 
President, tlulies of, 171. 
Princeton, captured by Washington, 

152. 
Printing Press, 26S. 
Privateers, in the Revolution, 169. 
Pro])eller, the screw, 263. 
rr()])het, the, brother of Tecumseh, 

'75 

Prosi)erity and growth, 22.S. 

Protestants, in Maryland, 91. 

Providence, R.I., settled, 84. 

Provincetown harbor, JSFayJlo'iVcr en- 
tering, 75. 

Pueblo house, a modern, 25. 

Putnam, Israel, 145. 
Rufus, 1X7. 

Pullman strike, 232. 

Puritans, 73, 81-84. 

(Quakers (Friends), 84, 91. 
Quebec, 100, 101, 118, 119. 
Queen Anne's war, 104. 
Queen Isabella of Spain, 34, 35. 

Rail (Riihl). Hessian Colonel, 152. 
Railroad, the first in America, 265. 

of to-day, 266. 

strikes, 232. 
Raleigh, Sir Walter, 59, 60. 
Representation, no taxation without. 

Representatives, 70, 82 ; House of, 172. 
Rejiublican ])arty formed, 205. 



Revere, Paul, 138. 

RevolutiuD, the, 142-169. 
cau.ses of, 1 3 1 - 1 4 1 . 

Rhode Island. S4, 167. 

Rice raised in Carolina. 97. 

Richmond, 1 13, 216. 

campaign against, 222 ; captured, 224. 

Roanoke Island, colony on, 6<j. 

Roljertson, James, settles in Tennessee, 
186. 

Rocky Mountains, 189, 190, 194, 197. 

Roman Catholics, settle in Maryland, 
89, 90. 

Roosevelt, Theoilore, becomes Presi- 
dent, 252. 

Ross, Betsey, made " OM Glory," 150. 

Russia, 169, 198, 229. 

Rutledge, John, member of Conti- 
nental Congress, 137. 

Routes of early explorers, 57. 



Sachem, Indian ruler, 27. 
Salem (Xaumkeag), settled. Si. 

Witchcraft, 84. 
.Samoan Islands, 243. 
Samoset, "Welcome. Englishmeri." 7 
Sampson, Admiral W. T. , 239. 
Santa Anna, ^Mexican General, 193. 
Sanla Maria and Etrnria, j8. . 

ship of Columbus, 34 ; wrecked, 39. 
.Santiago capture<l, 240. 

harbor, 235. 
San .Salvador (Watling Island), 39. 
Saratoga, battle of, 157. 
Savannah, 161, 223. 
Schenectady destroyed, ii)6. 
Schley, Commodore, W.S., 240. 
School, a colonial, 129. 
Schools in the colonies, 113, 128, 129. 
Scott, General Winfield. 177, 194. 
" Sea of Darkness," 20. 36. 
Secession, 207. 

Second voyage of Columbus, 41. 
Senate, the I'nited .States, 172. 
Separati-sts, in England, 73. 
vSettlements, Dutch, 85-S8. 94, 96. 

English, 59-84. 89-99. 

French, 51, 61. 100-103, io,S, m. 

Spanish, 51, 55, 61. 



INDEX. 



281 



Sevier, John, first governor of Tennes- 
see, 187. 
Shafter, General William R., 240. 
Shenandoah Valley, 224. 
Sheridan, General Philip H., 224. 
Sherman, General William, T. , 223, 

224. 
vShiloh, battle of, 217. 
Ships of Columbus, 37. 
Slavery, introduction of into Virginia, 
69, 70. 

Story of, 199-207. 
Smith, Captain John, adventures of, 62- 
68. 

trading with Indians, 65. 
Smoking introduced into England, 60. 
Snow-shoes, 31. 
Some hindrances, 229. 
South, the, 202, 215, 222. 
South America, 41, 45, 52, 59. 
South Carolina, 96, 97, 207. 
South Dakota, 198, 229. 
Spain, first in explorations, 51. 

ceded Florida to England, 119. 

obtains Louisiana from France, 1 19. 

cedes Louisiana back to France, 189. 

Cuba rebels against, 235. 

war with, 236. 

peace made with, 240. 

treaties with, 173, 240. 
Spanish explorations, 32-42, 46-51, 53, 

54- 

troops invade Georgia, 99, iod. 

settlements, 51, 55, 61. 
Speedwell , the, 74. 
Spinning wheel, 128. 
Spirits, good and evil, 31. 
Squanto, friendly Indian, 77. 
Squa.shes, raised by Indians, 27. 
Squaws, Indian women, 31. 
Stamp Act, passed by Parliament, 133. 
Standish, Myles, 74. 

house of, 76, 
Stark, Colonel John, leads New Hamp- 
shire troops, 145 ; defeats British at 
Bennington, 157. 
States, 193, 19S, 229. 
Staten Island, 151. 

St. Augustine, settled, 51 ; permanent 
.settlement, 61, 99. 



St. John's River, colony on, 61. 

St. Lawrence River, discovered, 53 ; \a!- 
Ie3-s of, 58. 

St. Marys, settlement at, 89. 

Steamboat, invented, 263. 

vStephen.son, George, invented locomo- 
tives, 265. 

Stone at Lexington, line of Minute-men, 
142. 

vStone club and hatchet, Indian weap- 
ons, 31. 

Story of Slavery, 199-207. 

Straits of Magellan, 52, 59. 

vStrikes, 232, 253. 

Stuyvesant. Peter, governor of New 
Netherland, 87. 
rousing the Dutch, 87. 

Suez canal, 258. 

Sullivan, General, conquers the In- 
dians, 158. 

Sullivan's Island, Fort Moultrie on, 
160. 

Sumter, Fort, captured by the Con- 
federates, 212. 
General, southern patriot, 161. 

Supreme Court, members appointed, 
172. 
decides slaves are property, 205. 

Swansea, attacked bj- Indians, 105. 

vSweden, New, 87. 

Tarry to^\n, Andre cajjtured near, 160. 
Tarleton, British General, 162. 
Taylor, Zachary, General, 194 ; Presi- 
dent, 202. 
Taxation, right of claimed by England, 

134- 

Tea, tax on laid by England, 134 ; re- 
tained, 136. 

Tecumseh, Indian chief, 175, 177. 

Telegraph of to-day, 267. 

Telephone of to-day, 268. 

Tennessee, 178, 186, 193, 198, 212,217. 

Texas, 193, 202, 207, 260. 

Thanksgiving, the first, 78. 

Ticonderoga, Fort, captured, 117, 145. 

Tippecanoe, battle of, 175. 

Toleration Act, 90. 

Town meeting, 82, 124. 

Trade routes to India, 21. 



2s2 



INDKX. 



Traveling, mock-s of, in the colonies, 

^ 123- 

Treaties, with Kngland, 167, 173, 1.S2 ; 

France, 119, 157; Algiers, 173; 

Mexico, 194 ; Spain, J73, 240. 
Triniountain (Treniont, Boston), .S2. 
Trenton, attacked by Washington, 152. 
Tutuila, a Sanioan island, 243. 
Turks captnre Constantinople, 19, 20. 
Tyler, John, 192. 
Tyjievvriter, 26.S. 

I'liions, Labor, 232. 

Unitarians, not allowed in :\Iarvland, 
. . 90- ^ 
I'nited States, recognized as iiide])en- 
dent, 167. 
condition of, after the Revolution, 

170. 
growth, pros])erity, wars, literature 
of, 171-271. 
rtah, 198, 229. 

Valley Forge, 155. 

Van Bureii, Martin. 191, 192. 

Vasco da Gania, sailed around .Africa to 
India, 45. 

Vegetables cultivated l>v the Indians, 
27. 

A'eneziiela, and the Monroi- Doctrine, 
254-257- 

\'era Cruz, ca])luri(l by .\niericans, J94. 

Vermont, 145, 193. 

Vespucius, Aniericus, (//tilimi, Ameri- 
go Ve.s])ucci), 44, 45. 

Verrazano, Italian explorer, 51, 52. 

Vicksburg captured, 21S. 

Virginia, named, 60; setlleil. 62-72; 
seceded, 212. 

Volcano of Mavon, l'hili])pine islands, 
248. 

/ 'nlture, the, 159. 



Wampum, Indian money, 29. 

bell of peace, 94. 
War, the Revolution, its heroes, 137. 
War of iSi 2, causes of, 174. 
Ward, Creneral, 14S, 
Warren, General Joseph, 149. 
Wars, Indian, 104 ; French and Indian. 

Ill ; Revolution, 131 ; 1S12, 17 j; 

Mexican, 193 ; Civil, 20.S ; Spanish' 

235 • 
Washington, liirtli and earh life, 112- 

114.' 
in the I'rench and Indian war, iii- 

in the Revolution, 147, 150, 155, 163- 
167. ' ^' ' 

administration and death of, 172, 173. 
Wayne, .\nthony, 18S. 
Webster, Daniel, statesman, 196. 
Webster, Xoah. author. 270. 
Wel.sh, claims of di.scover\ . 22. 
West Indies, discovered bv Columbus, 

39- 
West I'oint, Arnold i)lotted lo .sur- 
render, 159. 
Whitnuin, Marcus, saved the Oregon 

territory. 195-197. 
Whitnev, Fli, invented the cotton gin, 

264: 
Whittier, John (",.. 269. 
Wigwam, Indian home, 27. 
Williams, Roger, S3. 
Wisconsin, 198. 

River, seen liy .Marquette and Joliel, 

loi. 
Witchcraft, Salem. 84. 
Wolfe, General James, ,it Ouebec. 118, 

119. 
W<mien emigrants arrive at Jamestown, 

69. 
\\ orld, shape of, 22. 
\\'yoming, 229 ; valley of, r?ided, 158. 



Wadsworth, Captain William, hides the 

charter, 95. 
Wagon, a Conestoga, 261. 



Vale College founded. 129. 
Vorktown, surrender of Cornwallis at, 
163, 164. 



SEP 29 1903 



